
Rnnk .Cab 



\S^b 



/ 

AND 

INFANT INSTRUCTER; 

DESIGNED FOR 

INFANT OR PRIMARY SCHOOLS, 
AND FAMILIES. 



ILLUSTRATED WITH ABOUT 300 CUTS, ALL OF WHICH ARE 

CORRECTLY EXPLAINED IN THE ALPHABET OF NATURE, 

AND ADAPTED TO A REGULAR COURSE OP 

INFANT INSTRUCTION. 



BY M. M. CARLL. 

FOURTH EDITION, 
IMPROVED AND ENLARGED, 



NEW YORK : 
PAINE & BURGESS, 

62 John Street. 
1845. 



V 



3\^'*^ 



i''^\< 
^t"^^ 



ADVERTISEMENT. 

The first edition of the Mother's Manual having 
been entirely sold in a few months, the author has pre- 
pared a second, much enlarged and improved; in 
v^^hich the ideas suggested in the first have been car- 
ried out and simplified. The cuts have been fully illus- 
trated and explained; so that parent, teacher, or child, 
may easily follow the course laid down, to any extent. 



Entered according to Act of Congress, in the year eighteen hundred 
and thirty-three, by M. M. Carll, in the Clerk's Office of the District 
Court of the Eastern District of Pennsylvania. 



STEREOTYPED BY J. HOWE. 



PREFACE. 



In the following pages, an attempt has been made to arrange a 
series of exercises, founded upon the primary principles, constituent 
of the mind. Among these principles, the sensitive faculty has 
been regarded as fundamental, and as the instrument by which the 
other faculties are successively formed. The principle of curiosity, 
imitation, the influence of first impressions, and the power of 7i«6//, 
have also been regarded as important inediums in intellectual 
development, and in the ultimate fonnation of human character. 

In this work we have regarded it as an established truth, that the 
development of the mental faculties, like those of the physical 
powers, is the result of exercise; that successive order is to be 
observed in the gradual unfolding of these faculties, and that each 
requires appropriate exercises adapted to its nature. The moral 
and the intellectual powers, sensation, memory, attention, thought, 
understanding, discrimination, judgment, and reason, each re- 
quires a process of its own. 

In order, however, to render this, or any other system, effectual, 
there is one principle tliat must never be lost sight of by parents or 
instructors, — a principle, which from its comprehensive nature, and 
the important consequences flowing from it, ought to form the first 
lesson, and first habit, ought to constitute the vital spirit of every 
future relation in life, pervade the whole character, and form the 
very atmosphere of the nursery and school-room: I mean Obedience. 

Obedience stands in the same relation to the moral virtues, that 
the sensitive faculty does to the intellectual powers ; with children 
it is the substitute for knowledge and experience. The child who 
is obedient avails him.self of the judgment of his seniors, and will 
understand and practise the duties of his various relations, the filial, 
the fraternal, the social and religious ; since from habitual obedience 
to parents and instructors, the transition to obedience to civil, moral 
and divine laws, is easy and natural. With all thy teaching there- 
fore, teach thy child Obedience. 



4 PREFACE. 

Of" all ideas or conceptions of which the human mind is suscepti- 
ble, that of the Supreme is the most exalted and sublime. The 
name of God is holy, as well as the names expressive of Ms attri- 
butes ; it ought not, therefore, to be rendered common, or repeated 
in a thoughtless manner, lest it should be introduced into the minds 
of children among light and trifling things, which soon cease to 
excite thought or emotion. The occasions for presenting this great 
idea, should be selected with the utmost care, at a time when their 
attention has been particularly awakened by some special subject, 
the exhibition of some manifest instance of power or fitness in the 
works of God, or when their affections have been softened by some 
instance of mutual love and kindness. Seize this moment, the 
impression will remain, and instruction will be sealed. 



Note. — lliis System of the Lifanfs Instructor was prepared 
at the invitation of the Controllers of the Public Schools of Phila- 
delphia ; and, being approved, received a premium of one hundred 
dollars, and is now used by them. 



THEORY. 



EXPLANATION OF THE PLAN. 

I AM encouraged to ofl^er the following Theory to the Board 
of Control, (see note, page 4,) as one embracing principles 
on which a detailed system may be founded. It is respectfully 
offered to their consideration, and acceptance if approved, as 
the result of considerable reflection and experience. 

I will first briefly state the leading principles, which must, 
[ conceive, form the basis of any plan that can entitle it to 
the ranii of a System of Education. 

Inasmuch as such a system must involve a series of exer- 
cises intended to operate upon mind, some knowledge at least, 
of the mental structure, or of that portion of our nature upon 
which it is called to operate, ought to be possessed. We must, 
therefore, call to our aid, those lights, which Intellectual 
Philosophy has shed upon this intricate subject, as well as the 
observations we have been enabled to make upon the opera- 
tions of our own minds. The result of this inquiry will be 
the establishment of the following principles :— 

1. That man is a Religious, Moral, Intellectual and Physical 

being ; and that exercise and culture, adapted to each 
of these attributes of his nature, are necessary for its 
growth and development. 

2. That the Intellect is not homogeneous, but consists of a 

variety of faculties, and powers, original and acquired, 
some of less and some of greater dignity, but each 
essential to the well-being and perfection of the whole. 

3. That the arrcmgement of these faculties ought to be 

understood by those engaged in mental discipHne, in 
order to know where to begin, and how to progress in 
calling them into proper exercise. 

4. That the order of development will necessarily be simul- 

taneous, as well as progressive, or in other words, the 
A^2 



6 THE 

exercise of one faculty, will influence others, as the 
vibration of one chord, will cause others to vibrate also ; 
still a series of exercises bearing upon any one faculty 
in particular, is not only practicable but may be done 
with facility. 

5. The adaptation of exercise, to the development of a par- 

ticular principle of the mind, is a discovery, and next to 
the methods of induction and analysis should be re- 
garded as a decided improvement in scholastic discipline. 

6. That these faculties of the understanding, are Sensation, 

Perception, Conception, Imagination, Fancy, Memory, 
Abstraction, Discrimination, Reflection, Judgment, 
Reason. 

7. That these faculties may be arranged under three general 

heads, namely, the Perceptive, Expressive, and Ref.ec- 
tive; the first relating to physical objects, which ad- 
dress the senses ; the second to Communication, whether 
by countenance, gesture, oral expression, or artificial 
signs, and the last to abstraction or Metaphysics, the 
Mathematical Sciences, Theology, &c. 

8. That a series of lessons, afibrding the requisite exercise 

to the perceptive, expressive and reflective powers of 
the mind, to the religious and moral affections of the 
heart, and the physical energies of the body, is the 
grand desideratum, and forms the object and aim of 
those who feel and see the vast and incalculable import- 
ance of Education. 

9. Since these are the God-like faculties with which man is 

endowed, and the seeds or first rudiments all exist in 
the infant mind, it follows that children should be treated 
by their teachers accordingly, and governed like rational 
beings ; that such motives to exertion, as are in accord- 
ance with this his mental character and immortal des- 
tiny should be presented ; voluntary, active, ennobling 
motives, tending to call forth the better sentiments and 
powers of his nature, should be substituted for corporal 
punishment, fear and restraint; and that punishment 
should not be resorted to, but when affection. and reason 
fail of their desired effect ; in short, punishment should 



EXPLANATION OF THE PLAN. 7 

form the exception and not the rule in scholastic govern- 
ment. 

10. That it is essential to full and complete success, in form- 

ing the mind, that we should know the starting point, 
know where and how to begin, that we may commence 
neither at the end, nor yet in the middle, but at the 
beginning. 

11. That commencing with books, letters, or artificial signs, 

is a great mistake, contrary to nature, and renders that 
discipHne, which, if nature and reason were consulted, 
would be a most pleasing and delightful recreation, one 
of the most irksome and disgusting both to teacher and 
pupil. 

12. That artificial signs or letters, are a fourth or fifth remove 

from the punctum saliens, the starting point ; inasmuch 
as they are the representatives of sounds, forming syl- 
lables, these forming ivords, these in their turn repre- 
senting ideas, and these ideas representing things. 
The order pointed out by nature is, that we should 
begin with things, from these proceed to their mental 
images or ideas, thence to their names embodied in oral 
sounds, thence to written words, and thence to the arti- 
ficial signs or letters, with which words are composed. 

13. That the alphabet of Nature, written in golden letters in 

the heavens, and on the earth in her three great king- 
doms, the animal, vegetable, and mineral, wrought in 
mystic characters, in every flower, inscribed on every 
tree ; that this is the alphabet, which the God of nature 
presents to each appropriate sense, which is destined to 
convey a lasting image to the mind. 

14. That every object and quality in nature, has its appro- 

priate correspondent in the mind, as well as its appro- 
priate sense, to serve as a medium of communication, 
and to produce the intended effect on the organic forms 
of the brain. 

15. That in like manner love, benevolence, order, harmony, 

l^eauty, sublimity, have their proper correspondents in 
the intellectual and moral constitution of man. 



8 THE mother's manual. 

16. That thovght can in no wise exist without affection; 

since a being destitute of the affections of the loill, or 
of desires of some kind, either moral, intellectual, or 
sensual, could neither think nor act. It being this affec- 
tion that forms the inward spring of effort or action, 
and which sets the thoughts in motion. 

17. Each affection, whether good or bad, acts upon its 

appropriate blass of ideas or thoughts, and suggests the 
means necessary for the accomplishment of the will or 
desire. 

18. Each sense conveys its own class of ideas, and is fur- 

nished with its proper excitement in the objects of 
nature, their qualities and properties. The eye finds its 
proper stimulus in light, color, form, magnitude, dis- 
tance ; the ear, in every variety and mode of sound ; 
the sense of smell in odors ; the taste in favors ; and 
the touch, which is an universal sense, in temperature, 
hardness, softness, roughness, smoothness, &c. 

19. Commencing with the alphabet of nature, the faculty 

with which we must begin our operations is manifestly 
sensaiion ; it is here the foundation must be laid, broad 
and deep, on which that superstructure is to be reared, 
whose stability, elevation and symmetrical proportions 
will depend upon the care and pains bestowed upon 
cherishing Infantile Affections, and upon the accuracy 
of First Impressions. 

20. That there are two modes of receiving first impressions, 

viz., from books or from words, which are the signs of 
ideas, which ideas are the images of things ; and from 
observing the things themselves. In the former mode 
words are learned instead of things ; in the latter, the 
things themselves ; and the comparative permanency 
and accuracy of the impressions received in these re- 
spective modes, is similar to the correctness and vivid- 
ness of our ideas of a geographical description derived 
from reading, and from actual survey and observation. 

21. There can be no hesitation in forming a decision with 

respect to these two modes of receiving first impres- 
sions ; in the one case, the child who begins with arti- 



1 



EXPLAiVATION OF THE PLAN- 9 

ficial signs, will have his mind comparatively void of 
ideas, and consequently destitute of the materials of 
thought, whilst a child instructed after the other method, 
will have his mind stored with images and forms of 
things : the one will be stupid and inactive, the other 
intelligent and lively ; the one unobservant and incuri- 
ous, the other habitually curious, and attentive to the 
things around him ; the one will be passive in the hands 
of his instructor, and dull of apprehension, because 
there are no correspondent images in his mind to 
respond to the words which he sees or hears pro- 
nounced; the other possessing the echo in his mind, 
has a spring of voluntary activity within, which excites 
his affections, and puts the whole machinery of his 
mind in motion. 

22. That it is of vast importance to take advantage of the 

curiosity, activity and sprightliness of children, and 
whilst every object presents itself to their notice, in all 
the freshness and interest of novelty, to seize tliis happy 
moment for turning their attention to the forms, exter- 
nal qualities and uses of the various objects around 
them ; since the hahit of observation, if once thoroughly 
formed, will inevitably insure their future progress in 
knowledge, and the business of education will be half 
completed. Nature's ample volume is now spread be- 
fore them, and every page affords the materials of re- 
flection. 

23. This habit of taking notice of things, will render expen- 

sive cabinets, at least in this stage of our pupil's ad- 
vancement, unnecessary; for the judicious teacher will 
find in his immediate neighborhood, these materials for 
first impressions, a grain of sand, a stone, a leaf, a 
flower, a bird, nay, the feather of a bird will form an 
interesting subject to the curious mind, accustomed to 
observe and reflect. 

24. The next class of faculties to be brought into exercise are 

the expressive, or such as relate to communication in 
all its forms, whether by the countenance, by oral 
sounds, or artificial characters. Besides the physical 



10 THE mother's manual. 

powers, which are now to be brought into exercise, 
there are the mental ones of Memory, Understanding, 
Discrimination, and Judgment, and all these would find 
their appropriate disciphne, in a graceful action and 
elocution, the study of languages, rhetoric, logic and 
composition. 

25. The highest class of faculties are those which we have 

called reflective, and which may be regarded as a com- 
bination of all the rest, controlled and directed by a 
chastened imagination, correct judgment, sound reason, 
and a pure religion; equally removed from bold pre- 
sumption on the one hand, and a bhnd superstition on 
the other. 

26. It has been said, that " Whate'er is best administered, is 

best ;" this remark is partially, if not wholly true, and 
applies in a peculiar manner to the art of imparting 
instruction. In this, so much depends upon the tact of 
the teacher, his power of exciting curiosity, and of 
keeping attention awake, his facihty of communicating 
knowledge, and of accommodating himself to the appre- 
hension of young persons, by ready and familiar illus- 
tration, that where these qualities are wanting, no theory 
or system, however excellent in itself, can supply the 
deficiency. 

27. As it will be necessary to avail ourselves of the love of 

novelty and the curiosity so common to the state of 
childhood, in order to induce a hahit of observation, 
which will naturally lead to attention to the forms and 
qualities of things ; and as this habit is to be kept alive, 
and carried through all his future progress in science, 
it will be found extremely important to adopt the proper 
means of fixing this hahit, before others usurp its place. 

28. Hence it would appear that a System of Instruction, 

adapted to Infant or Primary Schools, with a view of 
forming this habit, and of storing the mind with the 
images of things, is that which is at present chiefly 
called for. 

29. That children of a tender age, may be,rendered compara- 

tively intelligent, previous to their commencing the 



EXPLANATION OF THE PLAN. 11 

study of artificial signs, has been demonstrated in our 
Infant Schools, and is no longer a matter of theory or 
speculation, but of absolute certainty. 

30. There are many excellent treatises extant, upon the vari- 

ous branches of science, usually taught in, our schools 
and colleges; but what is chiefly wanted, is 1. a Sys- 
tem adapted to the Infant Mind, prior, as well as subse- 
quent to the study of artificial signs; 2. exercises 
adapted to the development of the mental faculties in 
their order ; and 3. a better method of teaching; a 
method which will substitute things for mere words, 
observation and attention, for indefinite verbal descrip- 
tion; Understanding for Rote and Memory, rational 
Analysis and Induction, for mechanical routine. 

31. It is evident, that before we can have a correct theory or 

system of Education, the constituent principles of the 
mind must be clearly ascertained, their arrangement 
from the lowest to the highest, their order and the best 
means of their development : this will naturally lead to 
a system embracing a series of lessons or exercises 
adapted to the culture of each particular faculty, in its 
relation to the whole Mind, until the Heart, the Head 
and Hands, shall each receive its due share of culture, 
and man be elevated to that dignity to which his won- 
derful powers of mind and body entitle him. 

Such a Manual of Infantile Instruction as is here contem- 
plated, might, with great advantage, form a part of Female 
education, with reference to their future maternal relation ; 
and thus every female so disposed would have it in her power 
to unite in her own person the character, offices, and duties 
of Parent and Preceptor, and, like a guardian angel, minister 
to the mind, as well as the body of her offspring. 



12 THE MOTHER^S MAiXUAL. 



OUTLINE OF A SYSTEM. 



Inasmuch as the successful progress of the pupil will 
mainly depend upon the proper exercise of the sensitive facul- 
ty, and the accuracy o^ first impressions, it will be necessary, 
at present, to confine ourselves to this. 

The outline of a system, embracing the foregoing princi- 
ples, as applicable to the development, and proper exercise ot 
sensation and perception, as preparatory to the higher facul- 
ties of reflection, understanding and reason, will now be 
attempted. 

To enter into detail, and trace out all the principles in their 
particular relations, will be the object of the Manual hereafter 
to be submitted; the design, at present, being merely to de- 
monstrate the practicability of so framing a series of lessons 
or exercises, as that they shall have a direct bearing upon 
some particular mental faculty, and of course an indirect 
influence upon the others. 

We will now take a child of two years. It is evident that 
there must be a subject to operate upon, and means or instru- 
ments to operate with. What are they ? First in the subject 
or mind of the child we have affections, desires, inclinations, 
passions ; we have further the principle of imitation, curiosity, 
activity ; we have the powers of perception, attention, obser- 
vation, discrimination, utterance ; together with the senses, 
through which the images or impressions of things are trans- 
mitted to the mind. 

The instruments with which we are to operate, are first, 
affection and kindly feeling, which are manifested in look, 
manner and tone of voice, which the child always recognizes ; 
and second, the objects in the world of nature, together with 
their qualities, which address the senses, exciting observation 
and reflection, and by their endless combinations, affording 
the means of mental discipline. 

It would appear that one of the first things requiring atten- 
tion, is the first impressions, that they be distinct and accu- 
rate ; the second, that the habit of observation be formed as 



OUTLINES OF A SYSTEM. 13 

^arly as possible ; and this, the curiosity so natural to chil- 
dren renders easy, if nature is not counteracted by artificial 
and injudicious methods. 

After those impressions or sensations caused by maternal 
care and endearment, arise most probably, those which are 
produced by the artificial objects with which he is surrounded, 
such as the articles in his chamber, or in the room iu-which 
he is accustomed to play. 

He soon becomes acquainted with their forms ^ and external 
qualities, and learns to distinguish them, long before he can 
pronounce their names. The reason is manifest ; he has been 
accustomed to see, and handle them, and the class of ideas, 
which these two senses convey to his mind, have become 
familiar. 

FIRST, OF FORMS. 

Simple forms will first be presented to his notice, which are 
furnished with endless variety, in the animal, vegetable, and 
mineral kingdom. 

Forms of beasts, birds, fishes, reptiles and insects, will be 
sure to engage his attention and excite curiosity, if introduced 
to his notice in a proper manner. 

These may be presented, (when the living animal cannot 
be seen,) on cards, taking due care that they be accurately 
drawn and neatly colored, with the name printed underneath. 

Cards containing trees, fruit trees, forest trees, flowers, 
roots, leaves, &c., with form and coloring after the same man- 
ner ; or the flowers themselves when they can be obtained. 

Shells and minerals may be obtained, especially the latter, 
without much difliculty, and arranged according to their four 
grand divisions, of earthy, saline, iitflammable, and metallic^ 

After these objects shall have become famihar to the little 
pupil, let him next proceed to notice the 

DIFFERENT PARTS. 

In the animal kingdom, those parts, more especially, on 
which the classification is afterwards to turn; such as the 
structure and situation of the teeth and claws, color, and other 
more striking external characters: this exercise will neces- 

B 



14 THE mother's manual. 

sarily require closer observation of the forms of things, anc 
lead to the next act of the mind, which is 

COMPARISON. 

In nmking comparisons, we first notice differences and next 
analogies or similitudes. This will give rise to a new and 
most useful series of lessons, and by comparing the subjects 
of different Idngdoms, classes, orders, genera and species^ 
bring into exercise the all-important faculties of attention and 
discrimination ; which by degrees will ripen into judgment. 

EXTERNAL QUALITIES. 

These will come next to be considered, and will introduce a 
new class of ideas, and will require a new class of words to 
express them. This will embrace another series of interesting 
lessons, which may be extended to all things animate and in- 
animate, solids and fluids, and, in short, every object which 
nature presents. 

A consideration of qualities, will bring into exercise the 
faculties of attention, discrimination, and the perceptive faculty 
in general, since the different qualities of things, such as color, 
sound, odor, flavor, &c., address all the senses in turn, and 
bring them into use and operation. These qualities of things 
will naturally lead to 

USES. 

The relation of uses is a subject full of interest, and will 
afford an opportunity for a very important series of lessons, 
and will introduce many new ideas, arising out of the pro- 
ductions of nature and their application in various arts and 
manufactures. 

RELATIONS 

will form another series of lessons not less interesting, espe- 
cially that o^ fitness and adaptation, as the covering and 
structure of birds, in relation to their element the air ; of the 
covering and conformation of fishes to their element ; of 
quadrupeds to theirs, &c. The infinite variety of those rela- 
tions arising out of cause and effect ; of means to an end ,* 



OUTLINES OF A SYSTEM. 15 

and of the harmonies of things in general ; especially that 
beautiful harmony subsisting between 

THE SENSES, 

and their appropriate objects, as found in the forms and qual- 
ities of things. This will afford a variety of interesting les- 
sons : nay, each sense, and each external quality will afford 
exercises well calculated to elicit thought and form the habit 
of observation. 

The relation, for example, between the organ of vision and 
light, the known properties of which, such as refraction, re- 
flexion, &c., may, by a few familiar illustrations and experi- 
ments, be brought down to his apprehension. Color, figure, 
magnitude, will furnish subjects of deep interest, and lay the 
foundation of the beautiful science of opics, and of geome- 
trical figures. 

The sense of hearing too, in its relation to sound, will be ' 
no less attractive, and will naturally lead to the subject of 
music, and the science of acoustics generally. The same 
may be said of the remaining senses. In short, the subject 
of relations is inexhaustible, and will apply to every created 
thing, both in general and in particular. 

Thus after due exercise upon individual forras, qualities 
and uses, we from simple ideas proceed to those a little more 
complex, by introducing to the notice of our little pupil, easy 
and simple combinations, with a view of introducing 

TRAINS OF THOUGHT, 

which will arise from, and be naturally connected with some 
prominent object : as for example, what are the means of de- 
fence possessed by different animals ] Here 7nea?is of defence 
is the prominent idea, and will naturally suggest a train 
of thought such as this ; — some animals have horns, as the 
ox, coiv, deer, sheep, &c. ; some have teeth and elates, as the 
cat, lion, tiger. Again, what are the different parts of vege- 
tables used by man ? Of some we use the root, as the potato, 
turnip, beet ; some the sap, as the sugar-cane ; of some the 
bark, as cinnamon; of some the seed, fruit, leaves, &c. 



16 THE MOTHER^S MANUAL. 

After passing through a course of similar lessons, he might 
then pass on to 

ASSOCIATION or IDEAS, 

in which not merely simple trains of thought, but collateral and 
relative ideas, which naturally suggest themselves, might be 
introduced, all arising of course out of his previous stock of 
^materials collected from the objects of sense. 

The various 'particular objects which have been exhibited 
to his notice heretofore promiscuously and without arrange- 
ment, may now be made use of to accomplish one of the most 
important purposes, viz : that of introducing 

ORDER 

into the mind. This noble use will be effected by arrange- 
ment or classification. Here the aid of science will be called 
in, to assist the teacher in reducing the chaotic mass to beauty 
and order. The kingdoms of nature will obey this law, and 
all things in her three grand departments will arrange them- 
selves each under its proper class, order, genera and species ; 
and the mind, accustomed ,io survey this beautiful harmony y 
will in due time become herself harmonious. 

The perceptive faculty, having been duly exercised, curi- 
osity awakened, the habit of observation formed, and a con- 
siderable stock of images stored up, our little pupil will be 
prepared to commence the study of artificial signs, or the 
simple elements of written language. Now the benefit of his 
previous discipline will be very apparent ; instead of being 
entirely devoid of ideas, his mind will have been stored with 
mental images, accurately impressed and well arranged ; and 
the inestimable habit of attention and observation secured. 
Instead of learning sounds which are strange to his ear, and 
which convey no image to his mind, every word that is the 
sign of a sensible object, or of a sensible quality, will be 
understood. His mind, instead of being merely passive, will 
become active with voluntary energy. 

Having overcome the chief obstacles, he will now have a 
single object in view ; and this his acquirec* habits will soon 
enable him to achieve. 



OUTLINES OF A SYSTEM. 17 

Thus he will pass on, by a just method of observation, 
synthesis and analysis, to the more exalted branches of 
science, and to the development of the higher powers of his 
mind ; rising through all the gradations of ■perception, expres- 
sion and 7'cflection, with their proper faculties and powers, he 
will become not only a thinking, but a moral and religious 
being, prepared to enter upon another state of nobler activities 
and uses in the world of Causes. 





BEAR.— Thii 



^«\\\\v\v\\\\ii^«v 

GOAT.-Sixth Order. 




TIGER.— Third Order. 



B2 



BISON.-Sixth Order. 

2 



I 



GENERAL PREPARATORY REMARKS, 

AND 

DIRECTIONS FOR THE TEACHER. 



All natural objects are divided into three gra«d departments, 
called kingdoms; viz. the animal, vegetable and mineral. 
These kingdoms are again subdivided into classes, orders, 
genera, and species. 

ANIMAL KINGDOM. 

The following classification is founded upon the recent 
observations and discoveries of the great French Philosopher 
Cuvier. He divides the animal kingdom into two great divi- 
sions. 1. Vertebral; such as man, quadrupeds, birds, fishes, 
&c., having a back-bone, skeleton, and red blood: and 
2. Invertebral; such as worms, insects, shell-fish, &c., 
having no skeleton, and white blood. 

The first of these divisions are also called warjn-blooded ; 
the last, cold-blooded. The warm-blooded animals are divided 
into two classes. A part of them produce their young alive, 
nourish them with their own milk, from organs called their 
mammcD or breasts; and hence called mammalia or mam- 
miferous animals. This class includes man, quadrupeds, 
whales, porpoises, «Sz;c. Another produces their young by 
means of eggs ; this class includes birds. 

The cold-blooded vertebral animals also form two classes. 
The first contains those which breathe air only, and cannot 
exist without it, as tortoises, frogs, serpents, &c. These are 
called reptiles. The second contains those which breathe by 
gills or branchiae, through the medium of water. This class 
includes all true fishes. 

The invertebral animals are divided into five classes, as 
follows: 1. Insects. 2. Crustacea; as the lobster, crab, and 



ALPHABET OF NATURE. 19 

craw-fish. 3. Mollusca ; as the oyster, the snail, clam, cut- 
tle-fish. 4. Vermes, or worms ; as the earth-worm or leech. 
5. Zoophytes ; as the star-fish, the sea-urchin, the sea-ane- 
mone, the sun-fish, the polypus, the sponges, and the animal- 
cules. 

The animal kingdom is arranged into two grand divisions, 
and nine distinct classes, as follows : 

]. VERTEBRAL ANIMALS. 

1. Mammalia, } ttt u i j j 
o r.- 1 } Warm-blooded. 

2. Birds, ^ 

3. Reptiles, i Cold-blooded. 

4. inshes, ^ 

2. INVERTEBRAL ANIMALS 

5. Insects. 

6. Crustacea. 

7. Mollusca. 

8. Vermes, or worms. 

9. Zoophytes. 

The smaller divisions are, classes, orders, genera, and 
species. 

The Classes are distinguished by some remarkable pecu- 
liarities of structure, which are common to all the animals 
included under each of them. Thus in the class mammalia, 
the order quadrumana includes those animals which have 
hands upon all four of their extremities ; such as monkeys 
and apes : the order ruminantia, those which ruminate or 
chew the cud: the order carnivora, those adapted to feed 
principally on animal food. 

Orders are subdivided into Genera. These comprise 
animals which have a general external resemblance, a kind of 
family likeness. Thus the genus felis includes all those of 
the cat kind ; and these animals, although differing one from 
another very much in size and color, have yet a close resem- 
blance in their general form, figure, character, and habits of 
life. The genus canis includes those of the dog kind ; the 
wolf, the fox, the jackal, and the domestic dog. Thus, too^ 



20 THE mother's manual. 

the horse, the ass, and the zebra, are of the same genus 
equus, on account of their obvious general similarity. 

Again : Genera are made up of Species. Each distinct 
sort of animal constitutes a species ; and they are distinguished 
from each other, by their size, color, form, and various other 
circumstances of external appearance. 

There are as many species, as there are sorts of animals. 
Thus the cat is one species, the tiger another ; and the lion, 
leopard, jaguar, and catamount, are also separate species ; but 
taken together, they constitute the genus felis. Thus, too, the 
genus canis contains the dog, the wolf, the jackal, and the 
fox, which are all so many distinct species. The genus sciurus 
contains the grey, red, striped, and several other kinds of 
squirrels. In treating of any particular animal, naturalists 
designate it by a name derived from its genus and species. 
For example — the different species of the genus felis are dis- 
tinguished as follows : the lion, felis leo ; the tiger, felis 
tigris ; the leopard, fehs leopardus ; the jaguar, felis onca ; 
the lynx, felis lynx ; the serval, felis serval. In the genus 
canis, the dog is called canis domesticus ; the wolf, canis 
lupus ; the fox, canis vulpis ; &c. This is the scientific or 
systematic name. 

Each sort of animal constitutes a species ; a number of 
species forms a genus, or family ; those genera which resem- 
ble each other form an order ; and those, having more re- 
mote points of resemblance, are divided into classes. 



CLASSIFICATION.— MAMMALIA. 

It is principally from regard to the structure of the teeth 
and claws, and the consequent nature of their food, that natu- 
ralists have proceeded in the arrangement of the Mammalia. 
The orders thus formed, are ni?ie in number, as follows : — 
1. The Bimana, or two-handed animals. Man is the only 
example of this order. He has hands upon his superior ex- 
tremities alone. He has nails of a thin and delicate texture, 
which give to his thumb and fingers a wonderful delicacy of 
touch. 



ALPHABET OF NATURE. 21 

2. The Quadrumana or four-handed animals, comprising 
apes, monkeys, and baboons. They have hands upon all 
four of their extremities, but less perfect than those of man. 

3. The Carfiivora or carnivorous animals. These have 
no hands, but their feet are furnished with claws. This is a 
very extensive order, and embraces a great variety of animals. 

These three orders have all the three kinds of teeth ; which 
differ, however, in shape and strength, according to the habits 
and food of the different species. 

4. The Rodentia or gnaivers ; so called from the structure 
of their fore-teeth, which are particularly adapted for gnawing. 
They have no canine teeth, and their claws are similar to 
those of the carnivora. This order contains rabbits, squir- 
rels, rats, &c. 

5. The Edentata, or toothless animals ; so called because 
they are deficient always in the incisive teeth, and sometimes 
have no teeth at all. Their toes are terminated by large and 
crooked nails, which obstruct both their sensations and motions. 
The sloth and armadillo are in this order. 

6. The Ruminantia or ruminating animals, are those which 
chew the cud. They are cloven-footed, and have, moreover, 
no incisive teeth in the upper jaw. Among these are the ox, 
camel, lama, stag, and antelope. 

7. Pachydermata or thick-skinned animals. This order 
includes a considerable variety of other animals with hoofs, 
but which do not ruminate ; as the horse, the wild-boar, the 
hog, the tapir, and the elephant. 

8. The Cetacea, or animals of the ivhale kind, distinguished 
by having no posterior extremities, and their anterior so con- 
structed as to answer the purpose of fins. In this order are 
whales, porpoises, and dolphins. 

9. The Marsupialia, which are distinguished from all 
others by'the possession in the female of a bag or pouch 
(marsupium) on the outside of the abdomen, for the purpose 
of holding their young after birth. Such are the kangaroo 
and opossum. 



22 THE mother's manual. 

MAMMALIA — Specimen of each order. 




MONKEY.— Second Order. 



ELEPHANT.— Seventh Order. 




LION.— Third Order. 



BEAVER.— Fourth order. 




SHEEP. -Si.\th Order. 




HORSE.— Seventh Order. 



ALPHABET OF NATURE. 



23 




WHALE.— Eighth Order. 




DOG.— Third Order. 





ARMADILLO.— Fifth Order. 



KANGAROO.— Ninth Order- 



ALPHABET OF NATURE. 

FIRST SERIES. 



ANIMAL KINGDOM. 
aUADRUPEDS, OR TOATiSXiLAXlA.. 



1 



DIRECTION. 

Present a card, containing a considerable number of 
quadrupeds promiscuously arranged, to the notice of the 
child. 

The first thing requisite is, that he become famiUar with 
their forms, insomuch that he can readily distinguish them 
by name. 

At the time any animal is pointed out, let the name be dis- 
tinctly and correctly pronounced by the teacher, and repeated 
by the child. 

The card should contain all the more prominent quadrupeds 
belonging to the different orders* 

They should be kept at this exercise a sufficient length of 
time to render them familiar with the various forms of the 
animals ; this may be tested by the animals being presented 
singly on different cards. 

Section II. After having studied each animal as a whole, 
let them proceed to the various parts, especially those parts 
upon which the classification turns. 

The head, body, limbs, feet, mouth, teeth, tail, clatvs, hoofs, 
&c., must all be noticed, not only for the sake of knowing 
the parts, but also for the sake of the general terms, which 
express them. 

In the next place, direct their attention to the color and the 
covering, whether hair, wool, fur, feathers, scales, &c. 



X ALPHABET OF NATURE. 25 

The kind o^ food upon which they Hve, as gram, grass, 
flesh, &c. ; that is, whether they are herhiferous, granivo- 
rous, carnworous, or omnivorous ; whether gregarious or soli- 
tary, amphibious or confined to the land or water. 

As the terms which express these different parts are gene- 
ral, and apply to all animals, let the child become tamiliarized 
with them at once. 




ELEPHANT.— Seventh Order. 

What animal is this ? Ans. An Elephant. 

Do you see his form and large body ? Ans. Yes. 

What are its different parts ? 

Ans. Body, sides, back, head, tusks, trunk or proboscis^ 
eyes, ears, neck, legs, feet, toeS, tail 

What is the trunk for ? 

Ans. To pick up his food, which he carries to his 
mouth. 

Can he drink with his trunk ? 

Ans. Yes : he sucks up the water, and then turns it 
into his mouth. 

What comes from the Elephant's tusk 1 Ans. Ivory. 

What is his covering? Ans. Hair. 

What is his food ? Ans. Vegetables. 



26 THE mother's ¥A>MMT. 

Is he gregarious ? Ans. Yes ; they herd together. 

What can you say of his teeth ? 

Ans. No fore-teeth in either jaw. 

What of color ? 

Ans. Some elephants are brown, some white. 




LION.— Third Order. 



CAT —Third Order. 



What animal is this ? Ans. A Lion. 

Do you see his form ? Ans. Yes. 

What are his different parts ? 

A71S. Head, mane, body, sides, back, legs, claws, teetli. 

What is that at the end of his tail? Ans. A tuft. 

What sort of teeth and claws has the Lion 1 

Ans. Sharp. 

What is his food? Ans. Flesh. 

What are flesh-eating animals called ? 

Ans. Carnivorous. 

What is his covering ? Ans. Hair 



Ai^l^HAbRT OF NATURtJ. 



^JH 





BEAVER.— Fourth order- 



GUINEA PIG.— Fourth order. 



What animal is this ? Ans. The beaver. 
Do you see his form? Ans. Yes. 
What are the parts ? 

Ans. Head, body, flat tail, short legs, toes, teeth, small ears. 
Why is the tail flat ? Aiis. He uses it for a trowel. 
What is that ? 

Ans. A flat tool used by bricklayers. He uses it to 
build his dam. 
What kind of teeth has he? 
Ans. Two cutting-teeth in each jaw. 
Does the Beaver belong to the land or the water ? 
Ans. Both, and he is called amphibious. 
What is his coverins;? Ans. Fur. 




SHEEP.— Sixth Order. 




COW.— S^th Order. 

What animal is this ? Ans. A Sheep. 
What are the different parts ? 



28 THE mother's manual. 

Ans. Head, mouth, ears, body, tail, legs, feet, eyes. 

What can you say of his teeth ? 

A71S. He has no teeth in the upper jaw. 

What kind of feet has he ? 

Ans. Hoofs, divided in the middle, or cloven-hoofed. 

What is his covering? Ans. Wool. 

Is the sheep innocent ? Ans. Yes. 

What is a young sheep called 1 Ans. A Iamb. 

What is the flesh called ? Ans. Mutton. 

What is his food ? Ans. Grass, turnips, &c. 





HORSE.— Seventh Order. 



ZEBRA.— Seventh Order. 



What animal is this ? Ans. A Horse. 

Do you see his form '( Ans. Yes. 

What are the different parts '( 

Ans. Head, body, limbs, tail, hoofs, ears, mouth, teeth, 



lyes. 



What sort of teeth has he '\ 

Ans. Blunt fore-teeth in both jaws. 

What kind of hoofs % Ans. Solid hoofs, not divided. 

What is his food ? Ans. Grass and grain. 

What kind of tail ? Ans. Long and bushy. 

What is his covering? Ans. Hair. 



ALPHABET OF NATURE. 



29 




WHALE.— Eighth Order. 

What animal is this? Ans. A Whale. 
Where does it hve ? Ans. In the sea. 
What are its parts ? 

Ans. Head, body, large mouth, eyes, fins, tail, breathing 
holes. 

What is the covering of the whale ? Ans. Skin. 
What do we get from the whale ? 
Ans. Oil, w^halebone, and spermaceti. 
From what part is the whalebone taken ? 
Ans. It grows from the upper jaw. 





SLOTH —Fifth Order. KANGAROO.— Ninth Order. 

C2 



SECOND SERIES. 

AVES, OR BIRDS. 

PREPARATORY OBSERVATIONS. 

The second great class of the animal kingdom is that of 
birds. 

This class is divided into six orders, viz., accipitres, piece 
or scansores, anseres, grallcB, gallince, passeres. 

The first order, accipitres, includes birds of prey, distin- 
guished by strong hooked beaks and claws, such as the Eagle, 
Vulture, Hawk, Owl, &c. 

The second order, called piece or scansores, contains all birds 
of the Crow and Jay kind. Parrot, Woodpecker, Kingfisher, 

The anseres form the third order; these are web-footed, 
and include the Swan, Goose and Duck tribes ; Gulls, Pen- 
guins, &c. 

The fourth order is that of grallce. or waders, having 
lengthened legs and long bills, adapted for wading and search- 
ing the bottoms of pools and shallows. The Heron tribe, 
Curlew, Plover, Snipe, &c., belong to this order. 

The fifth order is allied to the Poultry or Domestic Fowl, 
and includes the Pheasant, Partridge, Turkey, Peacock, &c. 

The sixth and last order is called passeres, including small 
birds in general ; as the Pidgeon, Thrush, Lark, Finches, &c. 

DIRECTION. 

These cards, like those of quadrupeds, should contain a 
sufficient number of specimens of each order, accurately 
drawn and colored from nature. 

Then let the same plan be pursiJfed in presenting the bird 
cards, dwelling first upon the forms of each as a whole, and 
next proceeding to the different parts. 

The size and form of the bird, the shape and length of its 
hill, the form of its feet, whether constructed for swimming, 
walking, or climbing, the length of its legs, wings, &c., must 
be attended to, and the attention of the child habitually direct- 
ed to every particular ; as the primary object now is, to form 
a habit of attention and discrimination, and awaken curiosity 



ALPHABET OF NATURE. 31 

Some birds are rapacious, and, like the carnivorous animals, 
live upon flesh ; many of the smaller tribes feed upyn insects, 
worms, and seeds. Most birds are gregarious and migratory- 
some are aquatic, others live exclusively on land. Many ol" 
these distinctions are plainly seen in the conformation of the 
bill and feet. 

The teacher will not forget that there is another interesting 
point of view, in which this beautiful race is to be considered, 
arising from the different modes of constructing their nests. 

There are the Miners, such as the Bank- Swallow, the Bee- 
eater, the Petrel, the Puffin, the Penguin; the Ground- 
builders — the Mason Birds — the Carpenter Birds — Basket- 
makers — Weavei's — Taylors, &c. 





EAGLE.— First Order. 



OWL.— First Order. 



What bird is this 1 Ans. The Eagle. 
Do you see its form? Ans. Yes. 
What are the different parts ? 

Ans. Body, ivirigs, bill or beak, thighs, legs, claws m' 
talons, tail, eyes, tongue, neck. 

What are the upper and lower bill called ? 

Ans. Upper and lower mandible. 

What is' the shape of the upper mandible ? 

Ans. Hooked. 

What are its claws and beak for 

Ans. For tearing the flesh of its prey. 

What is its covering ? Ans. Feathers. 



32 



THE MOTHER S MANUAL. 





PARROT.— Second Order. 



WOODPECKER.— Second Order. 



What bird is this ? Ans. The Parrot. 

What are its different parts ? 

Ans. Body, breast, wings, head, eyes, beak, legs, feet. 

What is its color ? Ans. Green. 

What shape is the upper mandible ? Ans. Hooked. 

What sort of feet has it ? 

Ans. For perching, two toes before, and two behind. 

What can the parrot be taught to do ? 

Ans. To imitate the human voice. 





SWAN.— Third Order. DUCK.-Tliird Order 

What bird is this ? Ans. A Sw^an. 
What are its different parts ? 



ALPHABET OF NATURE. 3S 

Ans. Body, long nech, head, hill, legs, feet, wings, eyes. 

Does it belong to the land or the water 1 

Ans. It is a water-fowl. 

What kind of feet has it '? 

Ans. Webbed feet ; that is, its toes are joined by a 
thin skin for swimming. 

What is its color ? Ans. White. 

See ! how gracefully it sits upon the water, and 
swims with its feet ! 





CRANE.— Fourth Order. 




PEACOCK.— Fifth Order. PARTRIDGE.— Fifth Order. 

What bird is this ? Ans. The Peacock. 
Do you see its beautiful form and plumage ? 



Ans. Yes. 



3 



34 



THE mother's manual 



What does plumage mean ? 
Ans. The covering of birds, or feathers. 
What are its different parts ? 

Ans. Bodij, tail, head, legs, feet, top-knot, or crest, hack, 
breast. 

Does it Uve in the water ? 

Ans. No ; it is not a water-fowl. 

What kind of feet has it ? 

Ans. Its feet are formed for walking on the ground. 

What spots are those on its tail ? 

Ans. They look like stars. 

What is its food ? 

Ans. Grain, insects, &c., for which its bill is fitted. 





THRUSH.— Sixth Order. 



LARK.— Sixth Order 



TfflRD SERIES. 
FISHES. 



GENERAL PREPARATORY INFORMATION. 

The third gi-eat class of the animal kingdom is that em- 
bracing the Pices or Fishes, the study of which is called 
Ichthyology* 



ALPHABET OF NATURE. 35 

Of Fishes there are five orders, which are distinguished 
from each other by the number and situation of their jins. 

The fins of Fishes furnish a hint for dividing them into 
orders, as do the teeth and claws of quadrupeds, and the 
beaks and talons of birds. The fins are thus named ; pec- 
toral, behind the gills ; ventral, beneath the body ; dorsal, or 
back fin : caudal, or tail fin ; anal fin, that under the body, 
near the tail. 

The five orders are named as follows : apodes, Jugulares, 
thoracici, abdominales and cartilaginous. 

The apodes, which constitute the first order, are so called, 
because destitute of fins, as the Eel. 

The second order has the ventral fin forward under the 
throat, and hence called jugulares. 

The third order consists of such fishes as have the ventral 
fin beneath the breast fin, and are hence called thoracici. 

The fourth order have the ventral fin behind the pectoral, 
and beneath the abdomen, and are hence called abdominales. 

The fifth order, from the circumstance of having cartilage 
instead of bones, are called cartilaginous fishes. 

DIRECTION. 

Let the children have their attention directed to these ob- 
jects, until they can readily distinguish them from each other, 
and name them. 

In noting the different parts, let the number, situation and 
names of the fins be pointed out, and the reason of their re- 
ceiving their names. 

The card should contain a sufficient number of each order, 
to answer the desired end of fixing the distinctions in their 
minds, and accurately drawn, that the first impressions may 
be correct. 

Their shape, adapted for gliding through the water, their 
covering, intended to prevent the water from penetrating their 
bodies, their instruments of motion, and different modes of 
breathing, are interesting circumstances which must be dwelt 
upon and explained on proper occasions. 



3e 



THE MOTHER S MANUAL 




5 2 

Names of fins— 1 pectoral, 2 ventral, 3 dorsal, 4 caudal, 5 anaL 
MACKEREL. 

What fish is this ? Ans. Mackerel. 

What is its form ? Ans. Tapering and compressed. 

What are the parts ? 

Ans. Body, head, mouth, gills, fins, tail, abdomen, scales 

What are the fins behind the gills called ? 

Ans. Pectoral. 

What are those under the body ? Ans. Ventral. 

What are those on the back? 

Ans. Dorsal. 

What is the tail fin ? Ans. Caudal. 

What those under the body ? Ans. Anal. 

What are the fins for ? Ans. To swim with. 




EEL. 



What is this ? Ans. An Eel. 
Do you see its shape ? Ans. Yes. 
What is it? Ans. Long and slender. 
What are its different parts ? 

Ans. Head, mouth, teeth, eyes, body, fringe under ffw 
tail, skin. 



ALPHABET OF NATURE. 37 

Has the eel no fins ? 

Ans. No ; only two little paddles behind its head. 

Is it covered with scales ? 

Ans. No ; its body is covered with a slimy skin. 

Why are fish covered with scales and skin ? 

Ans. To keep the water from penetrating their bodies. 




SALMON. 

What fish is this ? Ans. Salmon. 

What is its form ? Ans. Tapering and compressed 

What are its parts ? Ans. Body, head, fins, tail, &c. 

Can you name the fins ? 

Ans. Yes ; pectoral, dorsal, ventral, caudal, anal 

What is its covering ? Ans. Scales. 

What are its instruments of motion? 

Ans. Fins and tail. 

What is the salmon good for ? 

Ans. It makes an excellent dish. 




STURGEON. 



What fish is this ? Ans. Sturgeon. 

What are its parts ? Ans. Body, head, fins, tail 

What is its form ? Ans. Long and tapering. 

How are its fins situated ? Ans. Near the tail 
D 



38 THE mother's manual. 

What does its back look like ? 

Ans. Like a row of little knobs. 

Did you ever see a sturgeon's nose ? 

Ans, Yes ; I have seen it bounce like a ball. 




FLYING FISH. 



FOURTH SERIES. 
REPTIIiES. 

PREPARATORY INFORMATION. 

This class is divided into four orders, viz — 1 Chelonia or 
Tortoises — 2. Sauria or Lizards — 3. Ophidia or Serpents, 
and 4. Batrachia, embracing the Toad, Frog, Salaman- 
der, &c. 

Reptiles are cold-blooded, and the circulation less perfect 
than the preceding. 

They pass the winter in a dormant state, and propagate by 
means of eggs, except a few of the serpents. 

They possess less intelligence, fewer faculties, and less in- 
stinct, than quadrupeds or birds. 

DIRECTION. 

Let the card containing reptiles be exhibited, and the 
children exercised upon it in the same manner as on the pre- 
vious ones, until they can distinguish them readily. 

Let them be regarded first as a whole, and then the parts, 
and let the names designating these parts be made familiar. 



I 



ALPHABET OF NATURE. 



\ 




TERRAPIN. -First Order. 



What is this 'i Ans. A Terrapin. 

Do you see its form ? Ans. Yes. 

What are its different parts ? 

Ans. Body covered with shelly head, mouth, eyes, legs, 
feet, claws, tail. 

Do you see the figures on its shell ? Ans. Yes. 

What are they like ? Ans. Like carved work. 

Where does it live ? 

Alls. Both on the land and in the water : it can walk 
and swim : it lays eggs in the sand. 

Is it good for food ? Ans. Yes. 




SEA TURTLE. —First Order. 



What is this 1 Ans. A Sea Turtle. 
What is its form ? 

Ans. Its shape is different from the terrapin, and it 
has fins instead of feet. 



40 THE MOTHER*S MANUAL. 

^ What are its parts ? 

Ans. Large head, body, fins or paddles, shell, a mouth 
something like a pairoVs, eyes, &c. 

Is the shell useful ? 

A71S. Yes, for combs ; and its flesh is very good. 

How is it eaten ? Ans, Soup is made of it. 




SEA TURTLE.— First Order. 



ALLIGATOR.— Second Order. 




RATTLESNAKE.— Third Order. 




FROG.— Fourth Order. 



LIZARD.— Second Order. 



ALPHABET OF NATURE. 41 

FIFTH SERIES. 

INSECTS. 

GENERAL PREPARATORY INFORMATION. 

This interesting class of animated bekgs is called Insecta, 
and the study of them is called Entomology. 

They are divided into seven orders, which distinctions turn 
upon the texture of their wings. 

These orders are named as follows : coleoptera, hemiptera, 
lepidoptera, neuroptera, hymenoptera, diptera, and aptera. 

The order coleoptera contains all insects of the Beetle 
tribe, or such as have strong horny sheaths or covers to their 
wings. 

The order hemiptera, or half-winged, includes Locusts, 
Grasshoppers, Lantern-flies, &c. They are so named, be- 
cause the upper part of the wing sheath, in this tribe, is of a 
leathery texture, and the lower part membraneous. 

The third order, or lepidoptera, is so named from the fine 
down or powder on their wings, having the appearance of 
minute scales. Butterflies, Moths, &c. belong to this order. 

Neuroptera or nerve-winged constitute the fourth order ; 
their wings have a reticulated appearance. The insects be- 
longing to this order have four wings, as the Dragon-fly. 

The fifth order is called hymenoptera ; the insects of this 
order have four wings, and are furnished with a sting, or a 
proboscis resembling one. Bees, Wasps, &c. are of this 
order. 

Those insects possessing two wings, are called diptera from 
that circumstance, and include Flies, Gnats, &c. which be- 
long to the sixth order. 

The seventh and last order is named aptera, because desti- 
tute of wings. Spiders, Scorpions, Fleas, Mites, LobsterS; 
Crabs, &c. belong to this order. 
D 2 



42 



THE MOTHER S MANUAL. 
DIRECTION. 



Let the insect cards be furnished with a sufficient number 
of specimens of each order. 

The children must be made familiar with their forms and 
names, so as to distinguish them readily, by the same means 
as heretofore. In attending to the minuter parts, the number 
and texture of the icings, and situation of the sting, whether 
in the head or tail, must be particularly noticed. 




BEETLE.— First Order. 



FLY.— Sixth Order. LOBSTER.-Seventh Order 





DRAGON FLY.— Fourth Order. 



BEE.— Fifth Order. 





BUTTERFLY.— Third OrAet. 



SCGRPION.-Seventh Order. 



ALPHABET OF NATURE. 



43 





BEETLE.— First Order, 



FLY.— Sixth Order. 



What is this ? Ans. A Beetle. 
Do you observe its form ? Ans, Yes. 
What are its parts 1 

Ans. Body, head, wings, legs, joints, 'palpi (or feelers,) 
claws. 

How many legs has it ? Ans. Six. 

How many joints to each leg ? Ans. Three. 

What does it feed upon ? Ans. The leaves of plants. 

Has the Beetle covers to his wings ? 

Ans. Yes ; and belongs to the order Coleoptera. 





BEE.— Fifth Order. 



DRAGON FLY.-Fourth Order. 



What insect is this ? Ans. A Bee. 

Do you see its form ? Ans. Yes. 

What are its different parts ? 

Ans. Body, rings, head, palpi, wings, legs, sting, eyes. 



14 



THE MOTHER'S MANUAL. 



What is the form of its body ? Ans. Oval. 

Is the sting in the head or tail ? Ans. In the tail. 

What number of legs has the bee ? Ans. Six. 

Where do they live ? Ans. In hives. 

What do they store up ? Ans. Wax and honey. 

Where do they put the honey ? 

Ans. In little cells of wax. 





CRAB.— Seventh Order. SCORPION.— Seventh Order. 

What is this ? A^is. A Crab. 
Look at its form. What are its parts ? 
Ans. Body, pincers or claws, legs, paddles, mouth, eyes. 
What is its form ? 

Ans. Sw^elled in the middle, and at each end tapering 
to a sharp point. 

What are its pincers for ? 

Ans. For defence, and to seize its food. 

What is its number of legs ? Ans. Six. 

What are its paddles for? Ans. For swimming. 

What is its food ? Ans. Various. 





BUTTERFLY.— Third Order. 



LOBSTER.— Seventh Order 



What is this ? Ans. A Butterfly. 



ALPHABET OF NATURE. 45 

What are its parts ? 

Ans. Body, idngs, legs, head, palpi, eyes, &c. 

What number of wings and legs ? 

Ans. Four wings and six legs. 

What is their color ? Ans. Very various. 

What does it feed upon ? Ans. Plants. 

What has it on its wings? 

Ans. Scales or feathers, which look like fine powder 

What is its order ? Ans. Lepidoptera. 



SIXTH SERIES. 

VERMES, OR WORMS. 

PREPARATORY INFORMATION. 

The class vermes is divided into Jive orders, as follows 
intestina, mollusca, testacea, zoophyta, and infusoria. 

Of the intestina, some live within other animals, some in 
the waters. 

The second order, called 7nollusca, from a word signifying 
soft, are of two kinds, viz. those which are naked and fur- 
nished with tentacida or arms, as the limax or slug. 

The other sort is called testacea, because covered with a 
hard calcareous shell, as the Oyster, Clam, Muscle. 

This branch of natural history ' is called Conchology. 
There are more than a thousand species of shells, which, on 
account of their beauty and rarity, are highly prized. 

Shells are separated into three divisions, viz. the multivahe, 
embracing those shells which consist of many plates ; the 
bivalves, in which the two shells are joined together by a 
hinge, as the Oyster ; and the univalve, comprehending those 
that have a regular spire. These shells form the habitation 
of the animal, which is soft, and hence called mollusca. 



46 THE mother's manual. 

I 

The fourth order, zoophyta, holds a place between animals 
and vegetables. 

The infusoria constitute the fifth order, and are extremely- 
minute animalcula, destitute of feelers, and generally invisible 
to the naked eye. 

DIRECTION. 

A small collection of shells, arranged according to the 
three general divisions above named, would be preferable to 
drawings. 

The attention of the infants is to be directed to the objects 
of this class of beings, as before. 

It will probably be found that at this stage of advancement, 
a habit of attention and observation will begin to appear. 
This habit is the primary object at this period, and much 
more important than the information itself. 



Here exhibit a BIVALVE SHELL to the children. 

What is this ? Arts, A shell. 

How many valves has it ? Ans. Two. 

What are its parts ? 

Ans. Its valves, hinge, edges, inner surface, outer sur- 
face, its grooves on the outside, &c. base, aperture. 

Which is the hinge, grooves (or striae), base, apex, &c.? 

Of how many parts does a shell-fish consist ? 

Ans. Two ; the soft mulluscous animal and its shell. 

What are the hard shells called ? 

Ans. Testaceous, such as the oyster, clam, &c. 

What are the shells of crabs and lobsters called ? 

Ans. Crustaceous, consisting of a thin crust. 

Are all shells bivalves ? 

Ans. No : some have but one shell, and are called 
univalve ; some are called multivalves. 

Are all univalves alike ? 

Ans. No; some are simple, spiral, or turbinated, 
discoid, flattened or turreted, &c. 



ALPHABET OF NATURE. 



47 



SEVENTH SERIES. 

COMPARISON. 
When the child shall have become familiar with the fore- 
going divisions of the animal kingdom, the next exercise 
which presents itself in order is that of comparison. 

In comparisons we first note differences^ and next analogies 
or resemblances* 

We will first compare those animals that possess obvious 
points of difference, proceeding to those which are less obvious, 
for the purpose of bringing into exercise the faculty of 
discrimination. 

For this purpose, let such animals be selected as belong — 
First, to different classes. 
Second, those of different orders. 
Third, those of different genera. 
Fourth, those of different species. 
For example, compare quadrupeds with birds. The dif- 
ferences will turn upon the number o{ feet, the form, covering, 
mouth, means of defence, food, &c. 



EXAMPLE FIRST. 





cov\r. 



PARTRIDGE. 



A particular exemplification of comparison between animals of 
different classes. 

In what do quadrupeds and bMs differ? 
Ans. They differ in the number of their feet; one 
having four, the other ttvo. 
What does quadruped mean ? 
Ans. A four-footed animal. 



48 THE MOTHER S MANUAL. 

What is an animal with two feet called ? 

Ans. A hijtecl. 

Do you see any difference in the form of their feet? 

Ans. Yes ; the feet of beasts are formed for walking 
on the ground, those of birds for perching on branches 
of trees or swimming. 

What other difference do you perceive ? 

Ans. They differ in the covering of their bodies; 
quadrupeds have hair or wool, birds have feathers. 

What is this covering for ? Ans. To keep them warm. 

Why are birds covered with feathers ? 

Ans. Because they are both warm and lighU suited 
to the air. 

Does Xheform of birds differ from that of quadrupeds? 

Ans. Yes ; the form of birds is tapering before and 
behind, the better to pass through the air. 

Do you notice any other difference ? 

Ans. Yes ; their mouth is different : beasts have a large 
mouth and teeth, birds have a bill or beak. 

Can you give any reason for this difference ? 

Ans. Beasts live on grass, grain and flesh, but birds 
live on seeds, insects, &c. : thus their food is different. 

Are their instruments of motion alike ? 

Ans. No ; beasts have legs for motion, birds have 
wings. 

Are the sounds which they make different ? 

Ans. Yes ; they differ very much, but the note or 
sound of birds is generally very agreeable. 

Do beasts and birds resemble each other in any thing? 

Ans. Yes ; they both have the power of motion, have 
the same number of senses, and both have a tender 
affection for their young. 



ALPHABET OF NATURE. 

EXAMPLE SECOND. 
COMPARISON OF BIRDS WITH FISHES. 



49 




DUCK. 



MACKEREL. 



Compare birds with fishes, as to form, size, covering, instruments of 
motion, food, &c. 

What is the form or shape of fishes ? 

Ans, More various than that of birds ; some being 
flat, some round, some long and slender, but all suited 
f6r making their way through the water. 

How do they compare with birds as to size? 

Ans. Some fishes are very small, and others very 
large. 

Is their covering different ? 

Ans. Yes ; some fishes are covered with scales, and 
some with skin, which prevents the water from pene- 
trating their bodies. 

How do their instruments of motion differ? 

Ans. They differ from those of birds by being more 
numerous, and in being placed on different parts of 
their bodies : they are called fins. 

Do they move as swiftly as birds ? 

Ans. Some fishes swim very swiftly, but do not move 

so fast as birds. ^ 

E ^ 



60 



THE mother's manual. 



How does their food differ? 

Ans. Some fishes feed on the smaller fishes, and others 
live on sea plants, insects, and such nourishment as the 
waters afford. 

Are there any points of resemblance? 

A71S. Yes ; birds and fishes both have the power of 
motion — ^both are furnished with instruments for that 
purpose — ^both are furnished with the same number of 
senses, and are equally fitted for their respective ele- 
ments. 



EXAMPLE THIRD. 
COMPARE BIRDS W^TH INSECTS 




WOODPECKER. 




DRAGON-FLY. 



How do insects differ from the feathered race ? 
Ans. They differ in the texture of their wings, in 
size, in the number of legs, &c. 

Have any insects more than two wings ? 

Ans. Some have two, some four ; and some of these 



ALPHABET OF NATURE. * 51 

differ from the wings of birds, by having a horny 
sheath to protect them. 

Have all insects the same means of defence ? 

Ans. Some insects are furnished with a sting, in 
which they differ from birds. 

Where is the sting placed ? 

Ans. Some insects carry their sting in the head, as 
the common fly; others in the tail, as the bee and 
hornet. 

Do they differ from birds in size ? 

Ans, Yes; the size as well as shape of insects is 
much more various than that of birds. 

In what do they resemble each other ? 

Ans. In ingenuity — in their power of motion — in 
powers of sensation — in their food, some feeding on 
others, some feeding on plants, and both being ovipar- 
ous, that is, hatched from an e^g. 





HAWK. BUTTERFLY. 

DIRECTION. 

These examples may serve as specimens of the mode of 
conducting these comparisons. The nature and extent of the 
questions will of course depend upon the age and capacity of 
the child : of this the teacher must judge, never losing sight 
of the principle of adapting the questions to the circum- 
stances of the case. 



52 



THE mother's manual. 



DIFFERENT ORDERS. 

LESSON FOURTH. 
COMPARE QUADRUPEDS OF DIFFERENT ORDERS. 

Note differences and resemblances as in the preceding ex- 
amples. 

They differ, 1. In form — 2. In their feet — 3. In the struc- 
ture of their teeth — 4. Shape of the head — 5. Formation of 
the ears and tail. 

They resemble each other, 1. In their covering — 2. Num- 
ber of legs — 3. Number of organs o^ sense — 4. In their food. 




Sa^ 



HORSE. 



cow. 



Compare the Horse, (order pachydermata) with the Cow, (order ruminantia). 

In what do the horse and cow differ ? 

Ans, In their form; the body of the cow is more 
bulky, and not so Jiandsome as that of the horse. 

In what else do they differ? 

Ans. In the shape of the head, ears, situation of the 
eyes. The cow has horns, too, and the horse none. 



ALPHABET OF NATURE. 53 

Are their feet and tail different ? 

Ans. Yes ; the horse has sohd hoofs, and the cow 
cloven ; a bushy tail, and the cow a long tail and bushy 
towards the end. 

Are their teeth alike ? 

Ans, No ; the cow has no cutting-teeth in the upper 
jaw, but the horse has blunt fore-teeth in both jaws. 

In what do they resemble each other ? 

Ans. In their covering, legs, senses and food. 



LESSON FIFTH. 




GREYHOUND. GUINEA-PIG. 

Compare the Dog, (order camivora) with the Guinea-Pig, (order rodentia). 

In what do the dog and guinea-pig differ ? 

Ans. In the form of their bodies, in their feet, in their 
teeth, shape of the head, ears, &c. 

How do their teeth differ ? 

Ans. The dog has pointed conical teeth: but the 
guinea-pig has two cutting-teeth in each jaw, like the 
squirrel. 

Are their legs and feet alike ? 

Ans. No; the dog's legs are longer, and he has 

blunt claws. 

E2 



54 THE mother's manual. 

Do they live upon the same kind of food ? 

Ans. No ; the dog is carnivorous, but the guinea-pig 
lives on vegetables. 

Do they resemble each other in any thing? 

Ans. Yes; in their covering, number of legs, and 
organs of sense. 



LESSOJf FUTH. 



Mark differences and analogies as before. The differences 
will turn upon the size, form, structure of the head, mouth 
teeth, food, feet, &c. 

Analogies. — Both quadrupeds are covered with hair, and 
live in the same climate. 



1 




ELEPHANT. 




TIGER. 

Compare the Elephant, (order pachydermata) with the royal Tiger 

of Bengal, (order camivora). 



ALPHABET OF NATURE. 65 

In what do these animals differ ? 

Ans. In size, form, structure of the head, mouth, 
teeth. 

Which has the most bulky body ? 

Ans. The elephant: the tiger's is long, and more 
slender. 

How do their heads differ? 

Ans. The tiger's head is like that of the cat ; but the 
elephant's is lengthened into a snout or proboscis. 

Do their teeth and claws differ ? 

Ans. Yes; the elephant has no fore-teeth in either 
jaw, but the tiger has many sharp teeth like the cat. 

Is their food alike ? 

Ans. No; the one eats flesh, the other vegetables. 
They are both covered with hair, and live in warm 
chmates. 



LESSON SIXTH. 





RHINOCEROS. DEER. 

Compare the Rhinoceros, (order pachydermata) with the Deer, (order 
rurainantia.) 

With reference to the last particulars. 

In what do these animals differ ? 

Ans. In size, form, shape of the head, teeth, leet, &c 



56 



THE MOTHER'S MANUAL. 



Which has the most graceful form ? 

Ans. The deer. 

In what do then' feet differ ? 

Ans. The hoofs of the deer are cloven. 

Which is formed for running ? Ans. The deer. 

Which is the strongest ? Ans. The rhinoceros. 

Do their horns differ ? 

Ans. Yes ; the deer has branching horns on his head, 
but the other a single horn on the nose. 

Are their teeth different ? 

Ans. Yes; the deer has no fore-teeth in the upper 
jaw, the other none in either. 



1 



LESSON SEVENTH. 





CAT. 



RABBIT. 



Compare the Cat, (order camivora) with the Rabbit, (order rodentia.) 

Compare them. 

Ans. They are different in the shape of their body, 
ears, tail, eyes, shape of the head, teeth and feet. 

How do the ears and tail differ ? 

Ans. The rabbit has long ears and a sJiort tail, the 
cat short ears and long tail. 

Are their eyes different ? 



ALPHABET OF NATURE. 57 

Ans, Yes ; the rabbit's eyes stand out on the side of 
the head, the cat's are placed in front. 

How do their teeth differ ? 

Ans. The cat has sharp teeth, the rabbit two cutting 
teeth in each jaw. 

In what do they resemble each other ? 

Ans. In their senses, covering, legs, &c. 



LESSON EIGHTH. 





SHEEP. WOLF. 

Compare the Sheep, (order ruminantia) with the Wolf (order carnivora.) 

In what do they resemble each other ? 

Ans. In the number of legs, in the organs of sense. 

In what do they differ ? 

Ans. In form, in their teeth, claw^s, feet, covering, &c. 

How do their teeth and claws differ ? 

Ans. The Wolf has teeth and claws like a dog, the 
sheep has no cutting-teeth in the upper jaw, and cloven 
hoofs. 

How does their covering differ ? 

Alls. The one is covered with wool, the other with 
coarse hair. 

Is their food the same ? 

Ans. No ; the wolf eats flesh, the sheep eats grass, 

and chews the cud. 

F 



58 



THE mother's manual. 
LESSON NINTH. 





''«V\\\\».\\\\v»«»V 

HOG. GOAT. 

Compare the Hog, (order pachydermata), \vilh the Goat, (order 
nmiinantia.) 



DIFFERENT GENERA. 

COMPARE QUADRUPEDS OF DIFFERENT^GENERA. 
LESSON TENTH. 



j^^r= 




JAGUAR. 

(Jompare the Bear witli the Jaguar, diiTerent genera of the order ien^^ 
Difforenecs and resemblances. 



ALPHABET OF NATURE. 59 

Iw what do these animals agree ? 

Ans. In their covering, in their teeth, claws, organs 
of sense, food, &c. 

What sort of teeth and claws have they ? 

Ans. Both sharp, for tearing their prey. 

What is their food ? Ans. Flesh. 

In what do they differ ? 

Ans. In the form of their bodies, shape of the head 
and legs, length of the tail, and form of the feet. 

Which is the most swift and active ? 

Ans. The Jaguar. 



LESSON ELEVENTH. 




HARE. SaUIRREL. 

Compare the Hare with the Squirrel, different genera of the order 
rodentia. — Differences and resemblances. 

Do these animals differ in any thing ? 

A71S. Yes ; in their form, tail, feet, ears. 

Which is formed for climbing ? 

Ans. The squirrel for climbing, and the hare for 
running. 

Describe the tail of each. 

The squirrel's is long and bushy, turning up over 
the body like an umbrella ; the hare's is short, hke that 
oi the rabbit. 



60 THE mother's manual. 

In what do they agree ? 

Ans. In their teeth, both having two cutting-teeth in 
each jaw, in their coat, and in both being very timid. 



LESSON TWELFTH. 



§gi. 




LION. LEOPARD. 

Compare the Lion with the Leopard, different genera of the order 
' ' " camivora. 

In what do these differ ? 

Ans, In the form of the body, shape of the head, tail, 
color. 

What has the lion on his head and neck ? 

Ans. A mane. 

How do the head and tail differ ? 

A71S. The lion's has a tuft at the end ; the leopard's 
is like that of the cat. 

How does the color differ? 

Ans. The leopard is spotted. 

In what are they alike ? 

Ans. In their teeth and claws, in their food, both 
being carnivorous. 



ALPHABET OF NATURE. 
LESSON THIRTEENTH. 



61 





CAMEL. 



SHEEP. 



Compare the Camel with the Sheep, different genera of the order 
ruminantia. — Differences and resemblances. 



LESSON FOURTEENTH. 





ZEBRA. HOG. 

Compare the Zebra with the Hog, different genera of the order 
pachydermata. 





STAG. 



BEAVER. 



Compare the Stag with the Beaver. 
F 



THE mother's manual. 

DIFFERENT SPECIES. 

COMPARE QUADRUPEDS OF DIFFERENT SPECIES. 
LESSON- FIFTEENTH. 





ZEBRA. ASS. 

Compare the Zebra with the Ass, different species of the same 
genus, (Equus.) 

Let us compare these animals. 

How do they differ ? 

Ans. In the form of the body, shape of the neck, 
legs, stripes, head, ears, &c. 

Which is the more graceful ? Ans. The Zebra. 

In what do they resemble each other? 

Ans. In their teeth, hoofs, covering, food. 

Describe their teeth. 

Ans. They both have blunt fore-teeth in each jaw. 

Are their hoofs cloven ? 

Ans. No; they are solid, like those of the horse. 
They both feed upon vegetables. 



•» 



ALPHABET OF NATURE, 

BIRDS. 

COMPARISONS CONTINUED. 

COMPARE BIKDS OF DIFFERENT ORDERS. 
LESSON SIXTEENTH. 



^ 1 crJS» l' .' ■> -^ . » ILK. 





EAGLE. SWAN. 

The Eagle, (order accipitres), with the Swan, (order anseres.) Mark differ- 
ences and resemblance as before, as to size, form, color, beak, feet, &c. 

In what do these birds differ ? 

Ans. In form, color, wings, bill, feet, neck, &c. 

Which has the largest wings 1 Ans. The eagle. 

How do their feet differ ? 

Ans. The eagle has strong claws or talons, the swan 
has webbed feet for swimming. 

Are their beaks alike ? 

Ans. No ; the eagle's beak is hooked, but the swan's 
is flat. 

Do they live in the same element ? 

Ans. No ; the swan is a water-fowl, the eagle is not. 

In what are they ahke ? 

Ans. Both are covered with feathers, both have 
wings, organs of sense, &c. 



64 



THE mother's manual. 
LESSON SEVENTEENTH. 





PARROT. 



PIGEON. 



Compare the Parrot, (order picae), with the Pigeon, (order 

In what do these differ ? 

Ans. In shape, color, bill, feet, tail, &c. 

What is their color ? 

Ans. The parrot is green, the pigeon lead color ; but 
tame pigeons are of various colors. 

How do their bills differ ? 

Ans. The parrot's is hooked, the pigeon's not. 

Are their feet alike? 

Ans. No ; the parrot's are formed for perching, climb- 
ing, &c. ; the pigeon's, for walking and perching. 

Which can be taught to speak ? Ans. The parrot. 

In what do they agree 1 

Ans. In covering, wings, and organs of sense. 





ALPHABET OF NATURE. 
LESSON EIGHTEENTH. 



65 





WOODPECKER. THRUSH. 

Compare the Woodpecker, (order scansores), with the ITirush, (order passeres.) 



BIRDS OF DIFFERENT GENERA. 
LESSON NINETEENTH. 





OSTRICH. COCK. 

Compare the Ostrich, (grails), with the Cock, (galling.) 

In what do these differ? 

Ans. In form, color, tail, head, neck, legs, feet, bill. 
Which is the larger ? Ans, The ostrich. 
What has the cock on his head 1 
Ans. A comb, and wattles underneath. 
Is the cock bold or timid ? Ans. Very bold. 
F2 5 



66 THE mother's manual. 

What do we get from the ostrich ? 

Ans. Beautiful feathers. 

What sort of wings has the ostrich ? 

Ans. Very short ; they assist him in running. 

What are on the legs of the cock ? Ans. Spurs. 



LESSON TWENTIETH. 





OWL. VULTURE. 

Compare the Owl with the Vulture, different genera of the 
order accipitres. 

In what do these birds differ ? 

Ans. In size, form, color, head, beak, &c. 

Describe the vulture's neck. 

Ans. It is partly naked of feathers, and has a kind of 
ruff around its neck. 

Has the owl ears ? 

Ans. It has two feathers resembling ears on each 
side of its head? 

What are the head and face of the owl like ? 

Ans, Like those of a cat. 



ALPHABET' OF NATURE. 67 

What is their food ? 

Ans, The vulture feeds on carrion, the owl on mice, 
birds, and young rabbits. 





PEACOCK. PARTRIDGE. 

Compare the Peacock with the Partridge different genera of the 
order gallinae. 



LESSON TWENTY-FIRST. 





PENGUIN. 



DUCK. 



Compare the Duck with the Penguin, different genera of the 
order 



In what do these birds resemble eaeh other ? 
Arts, They are both web-footed, and both are water- 
fowl. 



68 THE mother's manual. 

In what do they differ ? 

Ans. In form, length of wings, and legs, shape of 
the bill, &c. 

What do Penguins resemble at a distance ? 

Ans. They look like little children with white aprons. 

What are young ducks called ? Ans, Ducklings. 



LESSON TWENTY-SEOOND. 





CRANE. 



SNIPE, 



Compare the Crane with the Snipe, different genera of the 
order grallae. 

Compare these birds. 

In what do they differ ? 

Ans. In form, size, color, legs, bill, and tail. 

Which has the longest legs and bill ? 

Ans. The crane has the longest legs, but the snipe 
the longest bill. 

How do their necks differ 1 

Ans. The neck of the snipe is short; that of the 
crane long, with a profusion of feathers about the tail. 

What places do they inhabit ? 

Ans. Watery situations. 



ALPHABET 01"' NATURE. 
LESSON TWENTY-THIRD. 




aUAIL. BIRD OF PARADISE. 

Compare the Bird of Paradise, (order passeres), wilh the Partridge, 
(order gallinse.) 

In what do these birds differ ? 

Alls. In size, form, color, bill, wings, tail, &c. The 
partridge has a very plain dress, but the bird of para- 
dise has a very rich plumage. It has two long threads 
or hairs growing out of its wings, and its tail is com- 
posed of many long feathers of brilliant colors. It is a 
native of the east. 

DIRECTION. 

The exercise of comparison may be extended to the other 
classes of the animal kingdom, viz : Fishes, Insects, &c. 

With regard to Fishes, the comparisons will have reference 
to the difference o^ form and size^Jins, their number, situation, 
food, (fee. 

As to Insects, the differences and analogies will turn upon 
the wings, their number, texture, situation of the sting, and 
other striking circumstances. 



70 



EIGHTH SERIES. 

VEGETABLE KINGDOM. 

PREPARATORY OBSERVATIONS. 

A SCIENTIFIC classification of plants would as yet be pre- 
mature ; the object, at present, being to present the external 
visible Forms of things, with the view of naming and distin- 
guishing them from each other, and of noting the different 
parts. 

For this purpose, let the most usQk\\ forest-trees, fruit-trees^ 
ftowers, with their minute parts, roots, leaves, &c., be intro- 
duced to their notice, and exercises founded on them, similar 
to those on the animal kingdom. 

FOREST TREES. 

CARD NO. 1. 

This card will embrace the most common and useful forest 
trees, the for7n and leaves drawn and colored with sufficient 
truth and accuracy to distinguish them with facility. 

The OaJc, Fir, Maple, Locust, Chestnut, Beach, Elm, Mul- 
berry, Walnut, Hickory, Sycamore, Sugar-tree, Poplar, &c. 

PREPARATORY EXERCISES ON THE VEGETABLE 
KINGDOM. 

What are the different parts of trees, shrubs, &c. ? 

Ans. The root, trunk, branches, leaves, flowers, and 
fruit 

What are the roots for? 

Ans. To fix the tree firmly in the ground, and to 
imbibe nourishment therefrom. 

What is the trunk for ? 

Ans. To support the spreading branches ; aiid these 
in their turn support the leaves and fruit. 



ALPHABET OF NATURE. 71 

What is the outside of the trunk called ? 

A71S. The bark, which covers and protects it as skin 
covers an animal. The bark of some trees is rough, 
some smooth, and some thin and transparent. 

What are the forms of trees ? 

Ans. Some are spreading, others taper or conical, 
others tall and slender. 

FHUIT TREES. 

CARD NO. 2. 

This card will contain the Apple-tree, Pear-tree, Peach- 
tree, Plum-tree, Quince-tree, Cherry-tree, Orange-tree, Coffee- 
tree, Tea-tree, &c. 

FZiOUTERS. 





CARD NO. 3. 

The most beautiful flowers, accurately colored from nature, 
will form a class of objects peculiarly attractive. Rose, Lily, 
Pink, Tulip, Violet, ^c. 

CARD NO. 4. 

The different parts of the flower, especially those parts on 
vhich the classification turns. As the Calyx, Corolla,, 



1f2 THE mother's MAN'UAL. 

Nectary, Stamens, Pistils, Anther, Pollen, Germ, Style, 
Stigma , 

Let these different parts be pointed out both on the card and 
from the flowers themselves. 

Do you see these flowers ? Ans. Yes. 

How do they differ ? 

Ans. They differ in color, in form, in the number of 
petals. 

What are petals ? 

Ans, They are the leaves of the flower. 

What are all the colored leaves of a flower called? 

Ans, The corolla, which means a crown. 

What is that of a green appearance under the corolla 
called ? 

Ans, The calyx or cup, because it holds the flower 
like a little cup. 

What are those things inside of the flower called ? 

Ans, The middle one is called the pistil, and those 
around it the stamens; the little threads that support 
them are called filaments. 

What is that part called out of which the filaments 
grow? 

Ans, The nectary, or the part which contains the 
honey. The fine dust on the stamens is called pollen. 

ROOTS. 

CARD NO. 5. 

On this card will be exhibited the Roots of plants, which 
receive different names, expressive of their forms; as the 
Branching-roots, Spindle-shaped roots. Fibrous-roots, Bul- 
bous-roots, Granulated-roots, Creeping-roots, and Tuberous- 
roots, 



ALPHABET OF NATURE. 73 

What are the names given to different sorts of roots ? 

Ans. Some are called branching roots, like those of 
forest and fruit trees; some are spindle-shape, as the 
beet and radish ; some fibrous, as the grasses ; some 
bulbous, as the hyacinth, lily, tulip, &c. ; some tuberous, 
as the potato, &c. 

What are the roots of plants furnished with ? 

Ans. With little mouths at their ends, to suck up 
juices and moisture from the ground. 

What causes these little mouths to open ? 

Ans. Heat ; thus they begin to vegetate and bud as 
soon as the sun in the spring warms them. 

How does cold affect them ? 

Ans. It causes these little mouths to close, and the 
leaves fall to the ground. 




CARD NO. 6. 

The Leaves of trees and plants existing in such variety, 
will afford a good exercise on the names expressive of their 
Forms; such as the orbicular, ovate, oval, oblong, heart- 
shaped, palmate, &c. 

Is the form of leaves very various ? 

Ans. There is a great variety of forms, with diffei- 

ent names to express them. 

G 



74 THE mother's manual. 

Will not those names apply to other things as well 
as to leaves ? 

Ans. Yes; and therefore it will be very useful to 
learn them. They are as follows: orbicular, ovate, 
oval, oblong, cordate (heart-shaped), kidney-form, 
lanceolate, linear, arrow-form, halbert-form, guitar- 
form, lobed, palmate, wedge-form, &c. 

Do you see the veins running through the leaf? 

Ans. Yes ; a large one through the middle, and 
smaller ones branching off from it every way. 

What are these veins for ? 

Ans. To convey the sap or juice to every part. 

Is the upper side different from the under ? 

Ans. Yes ; the upper is smooth and green, the lower 
side is rough and not so green. 



pnuiT. 





Is the fruit as various as the leaves and flowers ? 

Ans. Yes ; fruits differ very much, as to size, fornix 
covering, and substance ; some are large, others small ; 
the form of some is oval, others round, and some 
conical ; some fruits are covered with a hard shell, as 
nuts, acorns, &c. ; some with a thin skin, as the apple, 
Dear, peach, plum; some are pulpj, as the cherry; 



ALPHABET OF NATURE. 75 

some fleshy, as the apple and pear ; some have a hard 
stone covered with flesh, as the peach, plam, &c. 

What are the difierent parts of an apple ? 

Ans, First, a thin skin on the outside ; under that the 
flesh, which is juicy ; in the middle are the seeds, of a 
brown color, inclosed in little membranous cells. 



NINTH SERIES. 

MINERAL KINGDOM. 

GENERAL PREPARATORY INFORMATION. 

A SMALL collection of Minerals will be necessary to afford 
the children an opportunity of becoming acquainted with 
their general external characters, and more obvious uses. 

There are four great classes of Minerals, under which all 
the specimens are to be arranged. 

1. EARTHY MINERALS, 

In their three great divisions of Argillaceous, Siliciousj 
and Calcareous, as clay in all its varieties, Gypsum, Chalk, 
Flint, Millstone, Sand, Alabaster, Crystals, Precious Stones, 
Cornelians, Jasper, Topazes, Sapphires, Rubies, Emeralds, 
and Diamonds. 

2. SALINE MINERALS. 

Salin« Minerals are such as are of a pungent taste, heavier 
than the preceding, and partly transparent ; such as Common 
Salt, Alum, Nitre or Saltpetre, and Borax. 

3. INFLAMMABLE MINERALS. 

Inflammable Minerals are distinguished from the foregoing, 
by being light, brittle, opaque, and never feeling cold ; such 
as Coals, Sulphur, Black-lead, and Amber. 



76 THE mother's manual. . 

4. METALLIC MINERALS. 

Metallic Minerals are distinguished from all the other 
classes, by being heavier, opaque, cold, ductile, or capable of 
being drawn out into wire, and malleable, capable of being 
spread out under the hammer. Metals of this class consist 
of Gold, Silver, Platina, Copper, Iron, Lead, Tin, &c. 

DIRECTION. 

In exercising the children on Minerals, the circumstances 
most important to be considered, at present, are their external 
differences, such as weighty color, texture, opacity, brightness, 
transparency, &c. &c. 

A reference to their important and various uses may, from 
time to time, be referred to by the teacher, with the view of 
awakening attention. 

For example, the uses of sand, silex, &c., in the beautiful 
and useful article of glass. — Argile or clay, in the various 
useful forms of pottery, plates, cups, &c.— Lime, as mortar 
for building houses, plastering, &c., may be noticed as oppor- 
tunity may serve. 

EARTHY MINERALS. 

1. ARGILLACEOUS 

What does Argillaceous mean ? 
Ans. It means clayey. 
Are there different sorts' of clay ? 
Ans. Yes ; such as common clay, pipe-clay, fullers' 
earth, porcelain clay, &c. 

What is made of common clay ? 

Ans. Bricks for building, earthen-ware, tiles, &c. 

How are bricks made hard? 

Ans. By burning them in a kiln. 

What is earthen-ware ? 

Ans. That common ware made by the potter ; such 



ALPHABET OF NATURE. 77 

as pans, cups, plates, &c. ; the finer sort is called 
queen's-ware. 
^ What is porcelain? 

p Ans. It is that fine transparent ware, called China, 
and Liverpool ware, and is made of the finest sort of 
clay. 

What are tiles ? 

Ans. Tiles are made of clay, burnt like bricks, and 
used for covering houses. 

2. SILICIOUS EARTH. 

What are Silicious earths ? 

Ans. Those consisting of hard stones, such as sand, 
flint, millstones, crystals, precious stones, &c. 

What useful material is made of Silex ? 

Alls. Glass is one of the most useful, millstones, &c. 

Can you tell me any thing about the precious stones ? 

Ans. They are transparent, and of the most beautiful 
colors ; some green, some red, yellow, blue, mottled, &c. 

What do you know of the diamond 1 

Ans. It is clear and transparent, very hard, and 
forms one of the most costly ornaments. It is worn as 
necklaces, bracelets, rings, &c. 

Where is the diamond found ? 

Ans. In the mines of Golconda in Hindoostan, and 
Brazil. 

3. CALCAREOUS EARTH. 

What does this mean? 

Ans. Any earth that can easily be reduced to a calx 
or pofwder by burjiing. 

What earths belong to this class ? 

kAns. Gypsum, chalk, lime-stone, &c. 
G2 



78 

Are these useful ? 

Ans. Yes ; very useful, especially lime-stone. 

What is its use ? 

Ans. It is used as a cement in building. 

Will you tell me what you know about it ? 

Ans. First, it is a hard rock ; but when burnt m a 
kiln, it becomes soft like chalk, and is called quick-lime ; 
it is then mixed with water, and becomes slacked-lime ; 
sand, and sometimes hair, is added, and it is then called 
mortar. It is used by the brick-layer and plasterer in 
building. 

SALINE MINERALS. 

What are they ? 

Ans. Common Salt, Alum, Nitre, &c. 

How is common salt procured ? 

Ans. From salt springs, from sea water, and from 
mines of rock salt. 

In what part of the world are these mines ? 

Ans. The most remarkable are in Poland. 

How will you distinguish alum ? 

Ans. By its sour taste. 

Do you know any thing of nitre? 

Ans. It looks like alum, and is an ingredient in gun- 
powder. 

3. INFLAMMABLE 'MINERALS. 

What are they 1 

Ans. They are coals, sulphur, amber, &c. 
Can you tell how many kinds of coals there are ? 
Ans. Yes ; three kinds. Bituminous, Anthracite, and 
Charcoal. 



ALPHABET OF NATURE. 79 

Where is bituminous coal found? 

Ans. In England, the United States, &c. 

Where the Anthracite ? Ans. In Pennsylvania. 

What is charcoal ? Ans. It is wood burnt to a coal. 

What is the appearance of coals ? 

Ans. Bituminous coals are of a dull black, Anthra- 
cite are of a shining black. 

What is the color of Sulphur ? 

Ans. Of a yellow color; it is a very inflammable 
substance. 

What can you say of Amber ? 

Ans. It is semi-transparent, tasteless, and emits a 
fragrant smell. 

Where is it found 1 

Ans. On the sea-shore, in many places ; on the shores 
of the Baltic, at Cape Sable, and in Maryland. 

METALS. 

How do the metals differ from other minerals ? 

Ans. They are heavier, opaque, ductile, &c 

What is opaque ? Ans. Not transparent. 

What are the principal metals ? 

Ans. Platina, Gold, Silver, Copper, Iron, Lead, &c. 

Which is the most useful ? 

Ans. Iron ; because it can be turned into steel, of 
which tools are made. 

What is the color of each 1 

Ans. Platina and Silver are greyish white, gold is 
yellow, &c. 

Where are these metals found ? 

Ans. In most parts of the world. Gold and Silver 



80 THE mother's manual. 

are found particularly in South America, Mexico, the 
United States, &c. 

Which of these metals are coined into money ?j 

Ans. Gold, Silver, and Copper. 

Can you name these coins? 

Ans. Yes ; Eagles, half-Eagles, guineas, sovereigns, 
&c. Silver is coined into dollars, half-dollars, quarters, 
eighths, &c. Copper is coined into cents and half-cents. 



TENTH SERIES. 

Having travelled through the three great kingdoms of 
nature, noted some of the more prominent features, and com- 
pared the various objects, the attention of the Iwfants might 
now be properly invited to some of the common 

OBJECTS OF ART. 

LESSON FIRST. 




A HOUSE. 

What is a house? what is it for? what are the 
materials of which it is built ? (or in adapted language) 
what is it made of? Ajis. Stone, bricks, mortar, wood, 
iron, glass, paint, marble, &c. 

Where does stone come from ? bricks ? mortar ? 
wood? &c. 



ALPHABET OF NATURE. 81 

What trades are necessary to be employed ? 

Ans, Brick-layer, carpenter, glazier painter, stone- 
cutter, &c. 

What are the different parts of a house ? — Ans. Walls, 
roof, windows, floors, rooms, &c. 



LESSON SECOND. 




A SHIP. 

1. Note the different parts — as the hull, the stern, prow, 
keel, &c. 

2. The spars — as masts, yards, bowsprit, boom, top-masts, 
mizen-mast, main-mast, fore-mast. 

3. Sails — as main-sail, main-top-sail, main-top-gallant-sail. 

4. Ropes — as shrouds, halyards, cable, stays, &c. 



LESSON THIRD.— ARTICLES OF CLOTHING. 

To what kingdoms of nature are we indebted for our 
clothing ? 

Ans. Vegetable and animal. 

What from the vegetable ? Ans. Flax, hemp, cotton. 

6 



82 THE mother's manual. 

What from the animal ? Ans. Wool, silk, fur, leather 
What is flax ? Ans. The fibre of a plant. 
What is hemp 1 Ans. A coarser fibre of a plant. 
What is cotton ? A.ns. It is the product of a plant. 

Questions continued at pleasure. 
What is made out of flax ? Ans. Linen. 
What of hemp? Ans. Ropes, sail-cloth, &c. 
What of cotton 1 Ans. Muslin, calico, chintz, &c. 
What of wool ? 

Ans. Broad-cloth, stockings, blankets, &c. 
What of silk? 

Ans. Silk dresses, silk handkerchiefs, &c. 
What of fur ? Ans. Hats, muffs, tippets, &c. 
What of skins? 

Ans. Leather for shoes, trunks, saddles, bridles, &c, 
&c. 



LESSON FOURTH. 




SOFA. 

What is this ? Ans. A Sofa. 
What are its different parts ? 

Ans. Its frame, consisting of back, ends, seat, feet, 
castors, 6z:c. 

Of .what materials is it made? 



ALPHABET OF NATURE. 83 

Ans. Pine, mahogany, hair, wool or moss for stuffing, 
hair-cloth, brass-headed nails, brass castors, &lc. 

By whom is it made ? Ans, By the cabinet-maker. 

What are its uses? 

Ans. As a parlor ornament, and also a convenient, 
pleasant seat. 

From what kingdoms of nature are the materials ? 

Ans. From all the kingdoms. 

Which from the animal? — Which from the vegetable? 

Which from the mineral? • 



LESSON FIFTH. 




FURNITURE. 

What is the furniture of a house ? 

Ans. 1. Of the parlor — Tables, chairs, piano, carpet, 
rug, grate, pictures, looking-glasses, &:c. 

From what kingdom of nature do they come ? 

Ans. The tables are made of wood, that is the vege- 
table kingdom. 

And the others ? — [notice each.] 

2. Of the chambers ? 

Bedstead, beds, drawers, wash-stand, glass, &c. 

Where do these come from ? 

Ans. The bedstead is wood — beds are made of the 
feathers of birds — bed-clothes of cotton, wool, &c. 



84 THE mother's manual. 

3. The kitchen ? Ans. Pots, kettles, pans, plates, &c. 
Where do these come from ? 
Ans. The mineral kingdom. 



LESSON SIXTH. 




COACH. 

What does this picture represent ? Ans. A coach. 
What are its different parts ? 

Ans. The body, wheels, hub, spokes, felloe; tire, springs, 
axle, pole, curtains, lining, seats, &c. 
What are the materials ? 

Ans. Wood, iron, cloth, leather, paint, varnish, &c. 
What kingdoms of nature ? 
Ans. Vegetable, animal, and mineral. 
Who makes it? Ans. The coach-maker. 
What is its use ? Ans. To ride and travel about in 



LESSON seventh. 




BOOK. 

What is this ? Ans. A book. 



ALPHABET OF NATURE. 85 

What are its parts ? 

Ans. Paper, leaves, cover, ink, thread, paste, letters, 
w^ords. 

What is the paper made of? 

Ans. Rags — the cover 1 leather, &c. 

What kingdoms of nature ? 

Ans. Vegetable, animal, and mineral. 

What parts from the vegetable ? 

Ans. The rags for the paper, thread to sev^^ the leaves. 

What from the animal? 

Ans. The leather for the cover. 

What from the mineral ? 

Ans. The types for the letters. 



LESSON EIGHTH. 




PLOW. 

What is this ? Ans. A plov^^. 

What are its parts ? 

Ans. The handles, beam, share, coulter. 

Which are the handles, beam, &c. ? 

What are they made of? Aiis. Wood and iron. 

What parts are wood ? — v^hat iron ? 

What is the use of the plov^^ ? 

Ans. To turn up the ground, and prepare it for seed. 

Who makes it ? Who uses it ? 



86 

LESSON NINTH. A LOOM. 

What is this ? Ans. This is a loom. 

What is a loom for ? Ans. To weave cloth. 

What kinds of cloth ? 

Ans. Cotton cloth, woollen cloth, silk, &c. 

What are its parts ? 

Ans. The post, beam, treadles, shuttle, reed, &c. 

What are these parts made of? 

Ans. Of wood, reed, iron, &c. 

Which is the warp ? — woof or filling ? 



LESSON TENTH. A STEAM-ENGINE. 

What is this ? Ans. A steam-engine. 

What are its parts ? , 

Ans. The furnace, boiler, piston, wheels, &lc. 

Of what is it made ? Ans. Iron, copper, and wood. 

What is its use ? 

This series of exercises may be extended to other familiar 
objects at pleasure. 



ELEVENTH SERIES. 

ON THE SENSES. 

LESSON FIRST. 

What are the senses? 

Jtns. Those instruments or organs with which we see, 
hear, smell, taste, and feel. 



ALPHABET OF NATURE. 87 

How many organs of sense have you ? Ans. Five. 

Count them. Eyes one, ears tv^o, nose three, palate 
four, skin five. 

In what parts of the body are they placed ? 

Ans. The sense of feehng or touch extends all over 
the body ; the others are placed in the head. 

What are the sensations called ? 

Ans. Seeing, hearing, smelling, tasting, feeling. 



LESSON SECOND. 





EYES. 

What are the eyes for ? 

Ans. To see things or objects. 

What qualities in things or in nature are for the eye? 

Ans. Light, color, form, motion, size, distance. 



LESSON third. OF COLORS. 

Here let the seven original colors be shown, painted on 
paper, or through a prism. 

What color is this ? Ans. Violet. 

And this ? 

Ans. Indigo, blue, green, yellow, orange, red. 

How many have you named ? Ans. Seven, 

What are these called ? 

A71S. The seven original colors. 



88 THE mother's manual. 

Repeat them again in their order. 
Violet, indigo, blue, green, yellow, orange, red. 
In what kingdom of nature do we see the greatest 
variety of these beautiful colors ? 
Ans. In the vegetable kingdom. 
What flowers are red? Ans. The rose, &c. 
What are blue ? Ans. The blue-bell, &c. 
What parts of vegetables are green ? 
Ans. The leaves of trees and plants. 

The same questions may be extended to birds and minerals. 
Red-bird, blue-bird, &c. Coal is black, gold is yellow, silver 
is white, &c. The initials of the word VIBGYOR, will serve 
to excite their recollection. 



LESSON FOURTH. OF LIGHT. 

Where does hght come form ? Ans. From the sun. 
What sense or organ does light belong to ? 
A71S. The eye. 
What is light for ? 

Ans. Light enables us to see things, their color, form, 
and size. 

Could we not see colors without light ? 
Ans. No ; nothing can be seen in the dark. 
What words express degrees of light ? 
Ans. Vivid, bright, clear, faint, dusky, obscure. 

Observation. — To speak of the qualities of light, such as 
refection, refraction, &c., would be premature. 



LEGSON FIFTH. OF THE EAR AND SOUNDS. 

What are the ears for ? Ans. To hear with. 
What is it that we hear ? Ans. Sounds. 



ALPHABET OF NATURE. 89 

What carries (conveys) sounds to the ear ? 

Ans. The air. 

Would there be no sound without air ? Ans. No. 

What are sweet (harmonious) sounds called 1 

Ans. Music. 

How many kinds of music are there '? 

Ans. Two; vocal, made by the voice, and instrumental, 
made with an instrument of music. 

What musical instruments are there ? 

Ans. The drum, organ, flute, fife, clarionet, horn, 
trumpet, &c.: these are called wind instruments. Violin, 
harp, guitar, piano, &c. : these are called stringed instru- 
ments. 

What is vocal music ? Ans. Singing. 

What do you call the sounds made by different ani- 
mals? 

Ans. The horse neighs, the bull bellows, the cow lows, 
the sheep bleats, the hog grunts, the dog barks, the cat 
mews, rats and mice squeak, ihe ass brays, the lion roars, 
the birds sing, twitter, chirp ; the frogs croak, the in- 
sects buzz. 

The wind whistles, the breeze whispers, the thunder 
roars, the rain patters, the hail rattles, the bells toll, 
ring, &LC. 

Why does the ear stand up on each side of the head ? 

Ans. To catch the sounds, 

Are there any persons who cannot hear ? 

Ans. Yes, and they are called deaf people. 

What are those people that cannot speak called ? 

Ans. Dumb, or mutes. 

H2 



90 



THE mother's manual. 



LESSON SIXTH. OF FORMS. 

What are the forms of things ? 
Ans. Form means shape or figure. 

CARD OF GEOMETRICAL FIGURES. 
1 Point 2. Horizontal line. 











w 


y- 


ANGLES. 


\ 


1 


4. Acute. 


5. Right. 


6. Obtuse. 








v 


- — ^/ 




7. Fou 


IT right 


r 


8. Curved. 






# 










TRIANGLES. 








10. Scalene. 



11. Curved. 



12. Isosceles. 



ALPHABET OF NATURE. 



28 




WHALE.— Eighth Order. 




DOG.— Third Order. 





ARMADILLO.— Fifth Order. 



KANGAROO.— Ninth Order. 



92 



THE MOTHER S MANUAL. 



NAME THE FIGURES ON THE GEOMETRICAL CARDS. 



1. A POINT. 

2. Horizontal line. 

3. A vertical or perpendicular 

line. 

ANGLES. 

4. An acute angle. 

5. A right angle. 

6. An obtuse angle. 

7. A right anorle. 

8. A curved line. 

TRIANGLES. 

9. An equilateral angle. 

10. A scalene. 

11. Curved. 

12. An isosceles. 



PARALLELOGRAMS. 



A square. 
A rhombus. 
An oblong. 
A rhomboid. 



SOLIDS. 



Opposite 
sides eqiia*. 



J 



17. 


A cone. 


18. 


A pyramid. 


19. 


A hemisphere 


20. 


A sphere. 


21. 


Cylinders. 


22. 


Prisms. 



What is this ? Ans, A horizontal line. 



What does horizontal mean ? 
Ans. Parallel with the horizon. 
What is the horizon? 

Ans. The line that bounds the view. When you stand 
on a hill and look around you as far as you can see, 
the earth and sky appear to meet : that is the horizon. 
It is the same as level. 

What is this ? Ans. It is a perpendicular line. 
What does perpendicular mean? 
A71S. It means a line falling directly on another 
line at right angles. It also means hanging in a right 
line from any point towards the centre of the earth. It 
s the opposite of horizontal. 



ALPHABET OF NATURE. 93 

When I hold this stick level, what would you call it ? 

Ans. Horizontal. 

Now I hold it upright, what is that? 

Ans. Perpendicular. 

If I hold one stick level and the other upright, what 
then ? 

Ans. Then the upright stick falls directly on the level 
one. 

Do the two sticks form a square 1 

Ans. They form two sides of a square, or a right 
angle. 



ACUTE ANGLE. 



OBTUSE ANGLE. RIGHT ANGLE. 

What is this ? A71S. This is an acute angle. 

What does acute mean ? 

Ans. Sharp-pointed: here, it means any angle less 
than a right angle. 

What is an obtuse angle ? 

Ans. Obtuse means blunt ; an angle ma)^e than a right 
angle. 

What is a right angle '( 

Ans. When the perpendicular cuts the horizontal line, 
as in the figure. 

\ 




CURVED LINES. 



4 RIGHT ANGLES. 

What is a curve? 

Ans. A curved line is* any part of a circle. 



94 

What is this? Ans. A circle. 

What is the middle point called ? Arts. The centre. 

What is the entire curve or circle called ? 

A71S. The circumference. 

What is a line drawn exactly through the middle 
celled ? 

Ans. The diameter. 

What is half this line called ? 

Ans. The semi-diameter. 

What is half of the circle called ? 

Ans. A semicircle. 

What is a radius ? 

Ans. A line drawn from the centre to the outer cir-> 
cle or periphery. 

What is a quarter of a circle called ? 

Ans. A quadrant. 

How many degrees does a circle contain ? 

Ans. Three hundred and sixty ; half a circle contains 
one hundred and eighty; and a quarter of a circle, or 
a quadrant, contains ninety degreesP 





A CONE. A PYRAMID. 

What is this ? Ans. A cone. 



ALPHABET OF NATURE* 9& 

What is a cone ? 

Ans, A solid body or figure, having a circle for its 
base, and its top terminated in a point like a sugar-loaf. 

What is a pyramid ? 

Ans. A pyramid is a soUd figure consisting of several 
triangles, whose bases are all in the same plane, and 
have a common vertex or top. 





A SPHERE. 



A HEMISPHERE. 



What is a sphere ? 
Ans, A globe or round ball. 
What is a hemisphere ? 
Ans. Half a sphere or globe. 




CYLINDERS. 



What is a cyhnder? 
Ans. A long circular body 
some are solid, some hollow. 



of uniform diameter 



96 



THE mother's manual. 




What is a prism '( 

Ans. A solid whose bases or ends are any smular, 
equal, and parallel plane figures, and whose sides are 
parallelograms. 



LESSON sixth. OF MOTION. 

Does motion belong to sight ? 

Ans. Yes : we can see things move. 

Do all things move of themselves ? 

Ans. Some things move of themselves, others do not, 
but are moved. 

What are the words which express motion. 

Ans. Man walks, runs, jumps, hops, dances; — the 
horse walks, trots, paces, racks, canters, gallops, runs; 
— lambs and goats skip and caper; — birds fly — fishes 
swim — boats and ships sail. 

Has a ship any motion of itself? Ans. No. 

What gives it motion ? 

Ans. The wind, steam, or tide, (current) 

Has a coach any motion of itself? 

Ans. No, but the horses make it move. Trees wave 
in the wind — waves roll, &c 



ALPHABET OF NATURE. ,97 

LESSON SEVENTH.— OF SIZE OR DIMENSION, DISTANCES, &c. 
DIRECTION. 

It is important to acquire a correct idea of length, breadth, 
distance, &c. For this purpose, take a foot-rule and explain the 
marks for quarters of inches, a half inch, three quarters, an 
inch, three inches, six inches, twelve inches, or a foot. Then 
proceed to a foot and a half, three feet or a yard, &c. Next 
allow them to measure any articles at hand, chairs, benches, 
floor, &c., until they can do it with facility. Next proceed to 
measures of capacity^ beginning with drops of water. Teach 
them to count the number of drops a tea-spoon will hold, the 
number of tea-spoons-full in a wine-glass, or a half gill ; next 
a gill, half pint, pint, quart, gallon, with a view of giving them 
an idea of those different measures in common use. 

Extend the exercise to the dry measures — count the grains 
of corn, for instance, in a half gill, double it for a gill ; half- 
pint, quart, quarter of a peck, half peck, peck, half bushel, 
bushel. 

This exercise will give them an idea of numbers. 



LESSON EIGHTH. OF THE SENSE OF SMELL. 

What is the organ of smell? Ans. The nose 

What belongs to this sense ? Ans, Odors. 

What carries or conveys odors to the nose ? 

Ans. The air. 

From w^hich of the kingdoms of natm*e do odors 
come ? Ans. The vegetable and animal kingdoms. 

What vegetables smell sweetly? 

Ans. Flowers, such as the rose, pink, hyacinth, daisy, 
lilac, honey-suckle, apple-blossom, peach-blossom, &c. 

Do not fruits smell sweetly ? 

Ans. Yes ; apples, peaches, pine-apples, melons, or- 
anges, lemons, limes, &c. 



98 , THE MOTHER*S MANUAL. 

What are the animal odors ? 

Ans. Musk, hartshorn, &c. 

Why is the nose placed over the mouth ? 

Ans. That we may smell our food before we eat it, 
that we may not eat or drink any thing that is not good 
and wholesorae. 



LESSON NINTH. OF TASTE. 

What is the organ or instrument of taste ? 

Ans. The tongue and palate. 

What is it we taste? Ans. Flavors of all kinds. 

What are the different flavors ? 

Ans. Sweet, sour^ (acid), tart, bitter, brackish, saltish 
(saline), juicy, luscious, dry, astringent, pungent, nau- 
seous, &c. 

What things are sweet 1 

Ans. Sugar, honey, molasses, and some fruits. 

What does sugar come from ? 

Ans. It is me juice of the sugar-cane. 

Honey ? — Molasses ? 

What things are sour ? 

Ans. Some sorts of apples are sour; lemons and 
limes; some are a little sour or acid, some are quite 
sweet; vinegar is sour. 

What is vinegar ? Ans. Wine or cider turned sour. 

What is cider ? What is wine ? 

Ans. Cider is the juice of apples, and wine the juice 
of the grape. • 

What things have a bitter taste ? 

Ans, Camomile, quinine, &c. 

What has a saline or salt taste ? Ans. Table salt. 



ALPHABET OF NATURE. 99 

What is salt good for ? 

Ans. It gives a pleasant relish to our food ; sometimes 
water is brackish, or has a saltish taste. 

What things have a pungent or biting taste ? 

Ans. Spices ; such as pepper, cinnamon, allspice, 
cloves, nutmegs, &c. 

What things are nauseous l 

Ans. Physic is nauseous, because it is sickening to 
the taste. 

What things do you like be^t 1 

Here let the children think, and name such things as occur 
to them. 

A series of questions and conversations will naturally arise 
out of the articles named. 



LESSON TENTH. ON FEELING. 

We have talked about seeing, hearing, smelling, and 
tasting; what is the other sense? Ans. Feeling. 

Does every part of the body feel ? 

Ans. Yes — but especially the ends of the fingers. 

What belongs to this sense t 

Ans. We feel that some things are hot, other cold; 
some things are hard, soft, rough, smdoth. 

Can you think of any thing that is hot, cold, hard, 
soft, rough, smooth? 

Ans. Yes — Fire is hot, ice is cold, minerals are hard, 
cotton and wool are soft, a file is rough, poHshed sur- 
faces are smooth. 

What is ice? what are minerals? cotton? wool? a 
file ? poHshed surfaces ? 

When is the weather warm? Ans. In summer. 



lOU THE mother's manual. 

When cold ? Ans. In winter. 
What are the four seasons called ? 
Ans. Spring, summer, autumn, winter 
What comes in the spring ? 

Ans. The pretty flowers ; harvest and fruits in sum- 
mer and autumn. 

What keeps us warm in winter ? 
Ans. Fire, made of coals and wood. 
What do we call those things that burn ? 
Ans. Combustibles. 



LESSON ELEVENTH. GRAIN, SEEDS, SPICES, &C. 

Directions. — Let the teacher form a collection of seeds, 
and different sorts of grain ; procure the latter in the head, 
ripe ; such as wheat, rye, barley, oats, buckwheat, Indian-corn, 
rice. 

After they have examined them in the head, and compared 
them, let them notice the grains and compare them also. After 
this they will be prepared to receive further instruction rela- 
tive to their qualities, uses, and the processes they undergo. 



^>s?% 




'rf^-'9^Aiitiin::.:...:^^ ^:> 



ON CORN. 

Are all these different kinds. of grain called corn? 
Ans. Yes : wheat is corn ; so is rye, barley, &c. 
How does it grow? 



ALPHABET OF NATURE. 101 

Ans. The farmer sows the seed on the ground, then 
covers it over with earth ; it soon takes root, and springs 
up above the surface of the ground. 

After it springs up, how does it look? 

Ans, Like grass, at first ; but it continues to grow 
higher and higher, until it forms an ear at the top 

And w^hat is the ear ? 

Ans. The ear contains the seed or grains. 

How does it look when it is ripe ? 

Ans. It turns^yellow. 

What then?* 

Ans. Then it is harvest lime, and the reapers go into 
the field vi^ith their sickles, and cut it down. 

What then? 

Ans. They bind it into bundles or sheaves, and put it 
into the barn. 

What is done with it next I 

Ans. It is then ihreshedythsit is, the ear is beat with a 
Jlail, until it falls out 

What next? 

Ans. It is then winnowed, that is, separated from the 
chaff, and the clean grain is put into bags or sacks. 

And is this all ? - 

Ans. No ; it is next sent to the mill, to be ground into 
Jlour. 

And what is this flour for? 

Ans, To make good bread. 

How is bread made ? 

Ans. The flour is mixed with water, yeast, salt, 
kneaded into dough, and put in the oven and baked ; and 
this is bread. 

12 



102 THE mother's manual. 

Is there nothing else made of flour ? 

Ans. Yes, cakes of all kinds. 

What are the uses of rye ? 

Ans. Rye is made into bread. 

What are the uses of barley? oats? buckwheat? 
and Indian-corn? rice? 

Ans. Barley is brewed into beer, oats are given to 
horses, buckwheat makes cakes, and Indian-corn makes 
excellent bread also. 

As there are several new terms in this lesson, pains must be 
taken to have them understood. • 



LESSON TWELFTH.— SEEDS WHICH ARE NOT USED FOR BREAD. 

Are there any other kinds of seed not made into flour 
and bread ? 

Ans. Yes — There is flax seed, (Unseed) hemp seed, 
cotton seed, clover seed, mustard seed, sun-flower seed, 
millet, lettuce seed, turnip seed — apple seed, pear seed, 
quince seed, melon seed, orange seed, lemon seed. These 
last are called pulpy fruits. 

Observation. — Here let the teacher make such remarks on 
each of these, and put such questions as are naturally asso- 
ciated with the kinds of seed named. 

For example — flax seed is the seed of that useful plant 
called flax — the capsule at the top, which contains the seed, is 
called the holl — it produces oil, much used by painters, &c. 
And so of the rest. 



LESSON THIRTEENTH.— PULPY FRUITS 

Observation. — This includes that class of fruits that have 
a pulpy pericarp or fruit, containing seeds lying among the 
Dulp. 



ALPHABET OF NATURE. 103 

Name them. 

The pomegranate, fig, vine, mulberry, currant, gooseberry, 
raspberry, strawberry, barberry, elder, bramble, cloudberry, 
bilberry, — pulpy fruits borne by herbaceous plants, melon, 
cucumber, gourds, love-apple or tomato, egg plant. 

Observation. — As most of these fruits are familiar, little 
more will be requisite than to turn the attention of the children 
to their more obvious uses. There is little or no use made of 
the seed of this class of plants. 



LESSON FOURTEENTH. 

Drupes or Stone Fruits, having the seed inclosed in a hard 
nut, covered with flesh. 

What fruits contain seeds of this kind ? 

Ans. The peach, nectarine, almond, apricot, plum, 
cherry, olive. 

What are the different parts of the peach? 

Ans. The skin, the flesh, which is juicy and of deli- 
cious flavor, the stone, and the seed or kernel. 

What is the peach used for? 

Ans. When ripe it is eaten, sometimes cut into pieces 
and dried in the sun ; the juice is sometimes made into 
a liquor, and the kernel makes a pleasant bitter. 

Do any of these seeds contain oil ? 

Ans. Yes ; the almond, but especially the olive. 



LESSON fifteenth. 

Nuts or dry Fruits, which are neither fleshy nor pulpy. 

What are these? 

Ans. Walnut, shellbark, hickory-nut, chestnut, hazel- 
nut, filbert, acorn. 



104 THE mother's manual. 

Observation. — Here let the children describe the parts both 
external and internal of each of these. 

Compare them — observe the different sort of shell belonging 
to each, and aa^^ert to the tree each produces. 



ILESSON SIXTEENTH. SPICES. 

Observation. — Let the teacher form a collection of the 
spices in common use, such as allspice or pimento, pepper, nut 
meg, mace, cinnamon, cloves, ginger. 

Where do these come from ? 
Ans. From warm climates (the Indies). 
What is their flavor ? 
Ans. Pungent or sharp, agreeable. 
Have they any odor ? Ans. Yes ,* aromatic smell. 
What are they used for ? 

Ans. To season our food, and some of them give a 
pleasant flavor to drink. 

What are the color and appearance of each ? 
Compare them. 



SIMPLE IDEAS CONTINUED. 

TWELFTH SERIES. 

ON COMMON THINGS. 

Observation. — When the habit of attention and obser- 
vation have been acquired, every minute and ordinary object 
will serve for a hint or starting point for imparting instruction. 
Large and expensive cabinets will not be necessary, particu- 
larly in this stage of the child's advancement, when every peb- 
h\e and every leaf is capable of introducing a train of useful 
idt^S. 



ALPHABET OF NATURE. 105 

^Much of course will depend upon the tact of the teacher, in 
exciting the interest of the children, and presenting these 
common objects in such a manner as to secure their attention. 
In this stage of progression it will not be necessary to enter 
into minute detail, it being taken for granted, that the teacher 
is in possession of the requisite knowledge, insomuch that a 
few general hint^will be amply sufficient. 

DIRECTION. 

Let the same plan as heretofore be pursued, in relation to 
the different 'parts, qualities, uses, Jd?igdom, &c. to which the 
object belongs ; and other incidental circumstances, that natu- 
rally arise out of the subject. 

The objects may be divided into two classes, viz. solids and 
liquids ; as there are many general qualities that belong tc 
each, we shall, at present, only notice such. 

The external qualities are such as belong to form, color 
smell, taste, touch, solidity, fluidity . 

EXAMPLES. 

LESSON FIRST A PEBBLE. 

lis form, kingdom, qualities, uses. 

What is this 1 Ans. A pebble. 

What is its form ? 

Ans. Circular, flat, irregular, &c. as the case may be. 

To what kingdom does it belong ? Ans. The mineral. 

To which class of minerals ? Ans. The earthy. 

Does it consist of clay or silex ? 

Ans. It is a siKcious mineral. 

What are its external qualities ? 

Ans. It is hard, tasteless, pulverable, white when re- 
duced to powder, fusible, opaque. 

What are its uses ? 

Ans. When mixed with soda, it may be melted, and 
forms glass. 



106 THE MOTHER^S MANUAL. 

What are the uses of glass 1 

Ans. For windows, mirrors, tujnblers, wine-glasses, «fcc 

Is it natural or artificial ? Aijs, Natural. 



I 



LESSON SECOND A PIECE OF COAL» 

Form, kingdom, qualities, uses, kinds. 

What is this ? Ans. A piece of coal. 

What is its form and color ? 

Ans. Irregular &c. glossy black. 

To what kingdom does it belong ? 

Ans. The mineral. 

What class of minerals ? Ans. The inflammable. 

Why inflammable ? Ans. Because it will burn. 

What are its qualities ? 

Ans. Brittle, fracture glossy, black,, pulverable, 
opaque, heavy. 

What are the different kinds ? 

Ans. Anthracite, which .is glossy ; the bituminous, I 
and charcoal. i 

What are its uses ? 

Ans. To burn in grates, stoves, steamboats, and fac 
tories. 

Is it a natural or artificial production ? 

Ans. Natural. 

What is the difference ? 

Ans. Things natural are found in nature, things arti 
ficial are made by art, or the hands of man. 

What are those things made by hand called ? 

Ans. Manufactures. 



ALPHABET OF » NATURE. 107 

LESSON THIRD A PIECE OF BRICK. 

What is this ? Ans. A piece of brick. 

Is it natural or artificial? 

Ans. Bricks are artificial stones. 

Of what are they made ? 

Ans. Of clay, burned in the kiln. 

What is a kiln ? 

Ans, A great number of bricks piled together in order 
to be burned hard. 

Will not the fire melt the bricks ? 

Ans. No; fire melts some, things, burns others to 
ashes, but it hardens clay and turns it to stone. 

What is the form of a brick? 

Ans. It is oblong ; that is, longer than it is broad. 

What are its dimensions ? 

Ans. It is nine inches long, four and a half broad, and 
two and a half thick. 

Can you measure it ? 

Ans. Yes, I can measure it with a rule. 

From what class of minerals are bricks made 1 

Ans. From the earthy class, called argillaceous. 

What are its qualities ? 

Ans. It is of a reddish color, pulverable (reducible to 
powder) insoluble. 

What are the uses ? 

Ans. Bricks are used for building houses. 



LESSON" FbURTH A PIECE OF SLATE. 

What is this? Ans. A piece of slate. 

To what kingdom does it belong ? 

Ans. It belongs to the class of earthy minerals. 



108 THE mother's manual. 

From whence are they dug? 

Ans. From places out of the ground, called quarries. 
What are its external qualities ? 
Ans. It is brittle, of a dark color, reducible to 
powder. 

What are its uses 1 

Ans. To roof houses, and for schools. 
How are they used in schools ? 
Ans. For writing and ciphering. 



LESSON FIFTH A PIECE OF CHALK. 

What is this ? Ans. A piece of chalk. 
What is its form ? 

Ans. Irregular, angular, square, &c. 
To what kingdom does it belong 
Ans. It is an earthy mineral. 
What are its qualities ? 

Ans. It is white, easily pulverized, absorbent, light, 
opaque, dry, soluble. 

What are its uses ? Ans. It is used in the arts. 



I 



LESSON sixth A LUMP OF SUGAR. 



i 



What is this ? Ans. A lump of loaf-sugar. 
What are its appearance and qualities ? 
Ans. White, sparkling, opaque, soluble, brittle, hard, 
sweet to the taste. 

To what kingdom does it belong ? Ans. Vegetable 

From what vegetable ? 

Ans. From the sugar-cane and sugar-tree. 



ALPHABET OF NATURE. 109 

What is brown sugar 1 

Arts. It is the sugar first obtained from boihng the 
juice of the sugar-cane, and so called from its brown 
color ; when refined, it is called loaf-sugar. 

What is its use ? 

Ans. To sweeten coffee, tea, tarts, pies, cakes, pre- 
serves, and sweetmeats of all sorts. 

Compare a lump of sugar with a piece of chalk. 

They are both white, opaque, friable, (easily crum- 
bled) ; in these qualities they agree — one is sparkling, the 
other not; one is sweet, the other tasteless; one a mine- 
ral, the other a vegetable production. 



LESSON SEVENTH ^SALT. 

What is this ? Ayis. Salt. 

How many kinds are there ? 

Ans. Two, viz. rock salt, found in mines, and salt 
procured from salt water. 

Is it a natural or artificial production? 

Ans. Natural. 

In what kingdom will you class it ? 

Ans. Mineral : it belongs to the saline class. 

What are its qualities ? 

Ans. It is white, sparkling, granulous or composed of 
grains, hard, opaque, soluble, fusible, sapid, that is, 
has taste. 

What are its uses ? 

Ans. To give flavor or relish to food, to preserve 
meat, &c. 

K 



110 THE mother's manual. 

Compare salt and sugar. In what do they diflfer, and 
in what do they agree. 

Ans, They belong to different kingdoms — they differ 
in taste — they agree in color, and in their preservative 
qualities. 



LESSON EIGHTH A PIECE OF LEATHER. 

What is this ? Ans. Leather. 

What is leather made of? 

Ans. Of the skins of animals. 

What animals ? 

Ans. The ox, cow, horse, sheep, dog, goat, &c. 

Who makes it into leather ? Ans. The tanner. 

What are the qualities of leather ? 

Ans. Flexible, tough, smooth, durable, opaque, 
odorous. 

What do you mean by flexible, tough, &c. ? 

Ans. It is flexible because it bends easily. Tough, &c. 

What are the uses of leather ? 

Ans. For shoes, gloves, saddles, reins of bridles, cov- 
ering books, trunks, &c. 

Can you name the different trades for making these 
things ? 

Ans. Yes ; the shoemaker makes shoes, &c. the glover, 
saddler, &c. 



LESSON NINTH A SPONGE. * 

To what kingdom does the sponge belong ? 
Ans. To the animal ; it is made by an insect. 
Where is it found ? AnS' In the sea. 



ALPHABET OF NATURE. Ill 

What are its qualities ? 

Ans, It is porous, that is, full of little holes ; it is ab- 
sorbent, sucks up liquids ; it is soft, tough, opaque, elastic 
or springy, flexible or easily bent, light brown color. 

What are its uses ? 

Ans. For washing, cleansing, &c. 



LESSON TENTH INDIAN RUBBER. 

To what kingdom does this belong ? 

Ans. To the vegetable kingdom; it comes from a 
tree. 

What are its qualities ? 

Ans. It is opaque, elastic, inflammable, tough, smooth. 
Explain each word. 

What are its uses ? 

A71S. To make over-shoes, balls, and to rub out pencil- 
marks. 



LESSON ELEVENTH GLASS. 

To what kingdom does glass belong ? 
A71S. The mineral. 

What is it made of? Ans. It is made of sand. 
What are its qualities ? 
Ans. It is hard, smooth, transparent, brittle. 
Why is it transparent ? Ans. I can see through it. 
Do you know any other things that are transparent? 
Ans. Yes > water and air. 

Why is it brittle ? Ans. Because it easily breaks. 
What are its uses ? 

Ans. For windows, tumblers, lamps, goblets, wine- 
glasses, &c. 



^ 



112 THE mother's manual. 

LESSON TWELFTH COTTON. 

To what kingdom does cotton belong? 

Ans. Vegetable. 

What are its qualities ? 

Ans. It is fibrous (consisting of fine threads), white, 
soft, light, &c. 

How does it grow '( 

Ans. On a plant, which bears a pod ; when ripe, this 
pod bursts open. 

What are its uses ? 

Ans. For cloths of various kinds, such as muslins, 
cahco, chintz, &c. 



LESSON THIRTEENTH A PIECE OF WAX 

What is wax made of? 

Ans. It is an animal production. 

What animal makes wax? Ans. The Bee. 

What are the qualities of wax ? 

Ans. It is solid, opaque, tough, fusible, stioky, yellow- 
ish, hard, odorous, smooth. 

What are its uses ? 

Ans. To make candles and tapers, to rub furniture, to 
put on thread, sewing-silk, &c. 

The foregoing plan may be pursued to any extent the 
teacher may judge proper ; as the objects are always at hand, 
he can be at no loss for materials. It should be remembered 
that the grand object at present with the child, is to acquire a 
habit of observation and reflexion, upon those objects which 
they arc so apt to pass by without notice. 

They must be taught how to look at things, by presenting 
objects under their most interesting and useful aspects. The 
following is a list of similar objects, each of which will furnish 
an interesting lesson. 



^he I 
ish I 

m 



ALPHABET OP ITATURE. 113 

Wool — an Acorn — Bark of different trees — Leaves — 

l-ruits, Apple, Pf;ar;h, Pear, Pot;it/j— 4:2uill — Pen — Knife — 
P;i[ier — Jir;;j/1 — Sefiling Wax — Whilcl/mft — Kir/; — Ivory — 
Horn — ly^-ad, Iron, <ke.— Wat/;r — <^J;I— Win<; — Milk, 6cf% Of 
tbes^.' liquids, liif: oirigin, qualities y imeg, 6cc. are to Ix^ con- 
siderod. 



TinRTEEfriH ffiSIES. 

COMPLEX IDEAS. 

LEB0OJI FnWT-CLCmnXG OP AKIMAU8. 

What is the clothing of animala'? 

/In*. Some animals are clothed with hair, as the 
f f orse, Cow, Dog, Goat, Deer. 

Are all r{iaadruped-s clothed with hair? 

.Iwjf. No ; some are clothed with wool, as tlic Sheep ; 
Horne with fur, as the Hare, Rabbit, Ermine, Musk- 
rat, &c. 

Why are they clothed? 

Ans. To protect them from cold and wet 

Which is the warmest of these sorts of ekrthing ? 

Ara. Fur ; animals that live in very cold cotiiitries 
are covered with fur to keep tiiern warm. 

But is not wool warm too ? 

Arm. Yes : but the wool Is taken from the Sheejj in 
warm weather, and rna^le into woollen clothis for us. 
Hair is not so warm a covering, and hence animals in 
very warm climates are thinly covered with iiair. 

K2 8 



114 THE mother's manual. 

LESSON SECOND 

What is the clothing of birds ? 

Ans. Feathers : long feathers in the wings and tail, 
and short feathers on the body. 

Have birds no other covering 1 

Ans. Yes ; some birds have next their skin a very 
soft down. 

What is this for? 

Ans. To keep them warm and dry. 

What birds are furnished with down ? 

Ans. Those that inhabit cold countries, and those that 
are called water-fowl. 

Which are the water-fowl ? 

Ans. The Goose, the Duck, the Swan, &c. 

Of what use is the down to these ? 

Ans. It keeps the water from penetrating to their skin. 

Why are birds covered with feathers ? 

Ans. Because they are light and suited to the air. 

Of what use are feathers and down ? 

Ans. For beds. 

What are quills ? 

Ans. They are those long feathers which grow in the 
tail and wings of birds. 

Of what use are quills? 

Ans. For pens to write with. 



LESSON third. 

What is the clothing of fishes ? 

Ans. Scales and skin. 

What fishes are covered with scales ? 

Ans. Salmon, Bass, Perch, Shad, Herring, &c. 



ALPHABET OF NATURE. 115 

What fishes are covered with skin ? 

Ans. Eels, Catfish, &c. 

Why are they covered v^ith scales ? 

Ans. To keep the water from penetrating or soaking 
into their bodies. 

What are these scales made of? 

Ans, Of a substance very hard, tough, and semi-trans- 
parent. 

In what places are fishes found ? 

Ans. In the sea, rivers, lakes, and ponds ; called salt 
water and fresh water fish. 



FOURTEE]>JTH SERIES. 
(combination of simple ideas, continued.) 

LESSON FOURTH— MEANS OF DEFENCE. 

1. Of Quadrupeds. 

Have most animals some means of defence ? 

Ans. Yes; some are furnished with very sharp teeth 
and claws, with which they not only defend themselves, 
but attack and kill the smaller animals. 

Name some of these. 

Ans. The lion, tiger, hyena, wolf, bear, fox, leopard. 

What name is given to such animals ? 

Ans. They ar^called ferae or carnivorous. 

What does carnivorous mean ? 

Ans. It mesins flesh-eating animals. 

How does the horse defend himself? 

Ans. Chiefly with his heels ; he can also strike with 
his fore-feet, and bite. 



116 THE mother's manual. 

How does the cow ? 

Ans. The cow and many other animals are furnished 
with horns. 

What animals have horns ? 

Ans, The cow, ox, bull, goat, ram, deer, bison, ibex. 

What has the elephant? 

Ans. Large tusks, and a great proboscis, which is very 
strong. 

And the rhinoceros ? 

Ans, He has a strong sharp horn on the end of his 
snout, which is very dangerous. The boar has tusks. 

How do the smaller animals defend themselves ? 

Ans, Chiefly with their teeth ; such as the squirrel,, 
weasel, rat, mouse, &c. 

Some animals are very timid, and by their fleetness 
are enabled to escape. 



LESSON FIFTH BIRDS. 




Have birds any means of defence ? 

Ans. Birds defend themselves with their beaks or bills, 
their claws and wings. 

The condor and the eagle have very strong beaks and 
talons, because, like carnivorous animals, they live on 



1 



ALPHABET OF NATURE. 117 

flesh. The cock is furnished with sharp spurs, in addi- 
tion to his other means of defence. 

And the hen, what has she ? 

Ans. When she has her brood to protect, she grows 
very bold, and puts on such a show of courage as to 
frighten the larger animals away. 

The wings of some birds are very strong, and are 
made use of to strike. 

How do the goose and turkey defend themselves ? 

Ans, With their beaks, but chiefly by noise and a 
show of courage. 

How is it with the smaller tribe ? 

Ans. The instrument with which they collect their 
food, serves at the same time to dofend them. 



LESSON SIXTH PISHES. 




Have fishes any instruments of defence ? ^ 

Ans. Fishes, like beasts and birds, are furnished both 
with means of protection and escape. 

What are they ? 

Ans. Some have very sharp teeth, such as the shark ; 
some an instrument hke a sword ; others have an in- 
strument like a saw, as the sword-fish and saw-fish. 



118 

What more ? 

Ans. Some strike very hard with their tail ; but the 
smaller fish depend chiefly upon their swiftness to elude 
their enemies. The flying-fish has wings, with which he 
darts out of the water, and flies a considerable distance. 

Can you think of any other? 

Ans. Yes ; the lobster and crab are furnished with 
strong claws or pincers ; terrapins retire within their 
shell on the approach of danger, and the oyster and 
clam dwell safely within their stony walls. 

How do insects defend themselves ? 

Ans, With their stings and claws. 

Where are the stings placed ? 

Ans. Two-winged insects carry their sting in the 
head, as the fly, musquitoe, gnat, &c. ; and the four-wing- 
ed in the tail, as the bee, hornet, wasp, &c. 



LESSON SEVENTH INSTRUMENTS OF MOTION. 

What are the instruments of motion ? 

Ans. Quadrupeds have legs and feet for motion. 

Which are the swiftest of these? 

Ans. The horse, zebra, deer, fox, dog, hare, ibex, 
rabbit. 

Wfiat have birds ? 

Ans. Wings, with which they fly very swiftly ; and 
legs for running, wading, swimming, and climbing ; as 
cranes, ducks, and parrots. 

What have fishes ? 

A71S. Their instruments of motion are their fins and 
tail. 



ALPHABET OF NATURE. 119 

And insects ? 

Ans. Insects arc furnished with wings and feet. 
Have any more than two wings ? 
Ans, Yes ; some have four. 
What number of feet have they ? 
Ans. From four up to a hundred: these last are 
called centipedes. 



LESSON EIGHTH. DIFFERENT PARTS OF VEGETABLES 

THAT ARE USEFUL. 

1st. The Root. 

What vegetables are useful in this respect ? 

Ans. The potato, turnip, beet, parsnip, radish, yam, 
ginger. 

What is the form of each ? 

Ans. Bulbous, tuberous, spindle-shaped, &c. 

Which is bulbous ? — tuberous ? 

Ans. The potato, turnip, onion, &c. 

Which are spindle-shaped ? 

Ans. The beet, parsnip, radish. 

What is their color ? 

Ans. The potato and turnip are white ; the beet red, 
parsnip white, radish red, &c. 

What is their use ? 

Ans. For food ; they are very nutritious and whole- 
some. 

Where are they cultivated ? 

Ans. In most parts of the world, especially in Europe 
and North and South America. 



120 THE mother's manual, 

LESSON NINTH. 

2d. The Sap. 

What vegetables are useful in this respect ? 

Ans, Sugar-cane, sugar-tree, beet-root, pine-tree, and 
the various gums. 

Where does the sugar-cane grov^ ? 

Ans. In vv^arm countries. [Here let a piece of the 
cane be shown.] The juice is pressed out of the cane, 
then put into large kettles and boiled ; afterwards it is 
cooled, and the grains of sugar are found at the bottom. 

Where does the sugar-tree grow ? 

Ans. In the United States. (Western.) 

How do they get the sap 1 

Ans. They bore a hole in the trunk, then put a little 
hollow stick into it, and the juice runs out into wooden 
troughs placed to receive it. 

And is this juice boiled ? 

Ans. Yes ; just hke that of the cane. 

What have you to say of the beet-root ? 

Ans. The juice of the beet will make sugar in the 
same way. The juice that is left is called molasses. 

What does the fir or pine produce 1 

Ans. The sap of the pine is called turpentine, and is 
made into tar and pitch, both of which are very useful 

What are their qualities? 

Ans. They are very inflammable, and are used for 
ships, boats, and many other things. Besides these, 
many trees produce gums, which are useful, as gum 
elastic, gum arabic, &c. 

What does gum elastic come from? 

Ans. From a tree which grows in South America. 



ALPHABET OF NATURE. 121 

LESSON TENTH. 

3d. The Trunk or Wood. 

What trees are useful as timber ? 

Ans. The wood of almost every tree is useful, 
especially the tim^ber trees. 

What trees are useful 1 

Ans. The oak, maple, chestnut, pine, cedar, poplar, 
ash, gum, mahogany. 

Where do these trees grow ? 

Ans. In most parts of the world. 

For what are they useful ? 

Ans. Some to build ships, as the oak, locust, walnut, 
&c. Some for houses, as the pine, cedar, &c. Some 
for furniture, as mahogany, maple, rose-wood, satin- 
wood, &c. Some for carriages and various utensils, 
plows, harrows, tubs, bucjjiets, &c. Some for dyeing, 
as log-wood, &c. Some for charcoal, &c. The char- 
coal of the willow is used, and is the best, for making 
gunpowder. 



LESSON eleventh 

4th. The Bark. 

Is the bark of vegetables of use. 

Ans. Yes ; such as the bark of the oak, cinnamon, 
sassafras, Peruvian bark, cork-tree, &c. 

What is oak bark used for ? 

Ans. For tanning leather, because of its astringent 
quality. [The process of tanning may be explained in 
this olace or not, at the option of the teacher.} 



122 THE mother's manual. 

Where does cinnamon come froiji ? 
Ans. From Asia. It is the j^ark of a tree that 
grows in Ceylon, and some other places. [Let it be 
exhibited to the sight and taste.] 

What is its use ? 

Ans. It is used by the confectioner and cook as an 
aromatic spice. 

What is its taste ? Ans. It is pungent to the taste. 

What are sassafras and Peruvian bark used for ? 

Ans. They are medicinal — the latter is found in 
South America. 

Where does the cork-tree grow ? 

Ans. In Spain, Portugal, &c. 

What are its quality and uses ? 

Ans. It is very light and spongy, and is used for 
floats, stoppers, and for bottles, &c. 



I 



LESSON TWELFTH. 

5th. Leaves. 

What vegetables are useful in this particular ? 

Ans. The leaves of the tea-plant, rose, peppermint, 
sage, &c. 

Is tea the leaf of a plant ? 

Ans. Yes ; of the tea-plant, which grows in China. 

Are there several different kinds of tea ? 

Ans. Yes ; such as hyson, green-tea, black-tea, gun- 
powder, imperial, &c. The leaves are gathered at 
different stages of the growth, some when quite small, 
some when a little larger, and some when full grown, 
and hence these various names. 



ALPHABET OF NATURE. 123 

What are some of the quahties of tea '( 

Ans. It is aromatic, of pleasant flavor, and gently 
stimulating or enlivening. 

How is it prepared for drinking ? 

Ans. By pouring hot water on the leaves : then it is 
called an infusion. 

What is made of rose leaves ? 

Ans, Rose-water is distilled from them ; peppermint, 
sage and balm, and the leaves of many other plants, 
are used for tea. 



\ 



LESSON THIRTEENTH. 

The Fruit 

What is properly called the fruit ? 

Ans. That part which incloses the seed, (the pericarp.) 

How do these grow ? 

Ans. Some on trees, as oranges, lemons, apples, 
peaches, pears, apricots, plums, &c. Some grow on 
shrubs, as gooseberries, whortleberries, blackberries, 
currants, &c. Some grow on vines, as melons, straw- 
berries, cranberries, dewberries, grapes, &c. 

Which of these are used for their juice as well as 
pulp ? 

A71S. The juice of the apple, and is called cider ; that 
of the pear, and is called perry ; that of the grape, 
currant and gooseberry, and these are called wine. 

LESSON FOURTEENTH. 

Of Seeds. 
What vegetables are valued on account of their seed? 
Ans. Those which produce farina or flour, and those 
which yield oil. 



.24 THE mother's manual. 

Which are the farinaceous grains ? 

Ans. Wheat, rye, Indian-corn, buckwheat, oats, 
rice, &c. 

What is made of farina or flour ? 

Ans. Bread and cakes. 

Which yields oil ? 

Ans. The olive, cotton-seed, castor-oil bean, sun- 
flower-seed, flax-seed, &c. 

What are the uses of these ? 

Ans. Olive oil is used for the table, cotton-seed for 
burning, oil-bean for medicine, &c. 

What is this kind of oil called ? 

Ans. Vegetable oil; but there is another kind called 
animal oil, procured from whales and quadrupeds. 



FIFTEENTH SERIES. 

TRAINS OF IDEAS. 

Observation. — In this series it is intended to exhibit 
those associations of ideas, appertaining to the same class, and 
not those which are collateral. 




1. Of a house; its structure. 
Tell me in what manner a house is built. 
Ans. First the cellar is dug, the stone walls placed 



« 



ALPHABET OF NATURE. 125 

for the foundation, then the brick walls, the joists for 
floors, the door posts, the window frames, the sashes, 
the floors, the fire-places, the chimneys, the roof, the 
spouts, the gutters, the door, the windows, the partitions, 
the plastered walls, the ceiling, the shutters, the steps. 

2. The Materials, 

What are the materials for a house ? 

Stone for the foundation ; brick for walls ; timber for 
joists ; boards, shingles for roof, marble for steps and 
mantels, glass for windows, iron for locks, brass for 
knobs, tin for spouts, lime for mortar, paint and putty 
for windows, grate for coals. 

3. The Trades employed. 

What trades must be employed ? 

A71S. The cellar digger, the carter, the stone dealer, 
the lime dealer, the stone mason, the hod carrier, the 
brick-maker, the bricklayer, the wood cutter, the saw- 
yer, the raftman, the lumber merchant, the carpenter, 
the quarrier, the marble cutter, the marble mason, the 
locksmith, the ironmonger, the grate maker, the glass 
blower, the glazier, the painter, the plasterer, the slater, 
the tinman. 

4. The Furniture. 

What is the furniture? 

Ans. The carpet, the mirrors, the book-case, the 

tables, the chairs, the sofa, the piano, the grate, the 

fire-irons, the pictures, bhnds, curtains, bedstead, bed, 

bureau, toilet, wash-stand, crib, cradle, stove, tea-kettle, 

iron-pot, skillet, coffee-pot, tea-pot, cups, saucers, plates', 

bowls, dishes, lamps, candlesticks, oil can. 
L2 



126 THE mother's manual. 

5. Trades. 

What are the trades employed in furnishing a house? 

Ans. The upholsterer for carpets, curtains, beds; the 
carpet- weaver, the joiner, the chair-maker, the piano- 
maker, the looking-glass maker, the grate-maker, the 
lamp-maker, the iron-founder, the tinman, the potter, 
the cooper, the printer, the bookbinder, the print-seller, 
the picture-frame maker, the gilder, the blind-maker, 
the bell-hanger, the brass-founder, the engraver, the 
artist. 

6. Materials. 

What are these things made of? 

^725. The carpet of wool, the tables of mahogany, 
the chairs of mahogany, maple, &c. ; piano of pine, 
mahogany for the case, ivory for the keys, wire for 
chords, brass for handles and knobs ; hair-cloth, curled 
hair, pine and mahogany, for sofa ; chintz and silk for 
curtains, linen for sheets, woollen for blankets, feathers 
for beds, pillows, and bolsters ; iron for kettles and pots, 
clay for earthenware, glass for lamps, gold leaf for 
picture-frames; pine, mahogany, and maple for bed- 
steads, sheet-iron for stoves. 

7. A Ship. 
Teacher. Come, let us build a 
ship — Well, we first lay the keel, 
then the timbers, the beams, the 
planks, the decks, the hatches, the 
stern-timbers, the cutwater, the 
hold, the cabin, pumps ; next, the 
spars, the bowsprit, the masts, the 
beams, the yards, the round-top; 




ALPHABET OF XATURE. 127 

next, the sails, the mainsail, main-top-sail, main-top-gal- 
lant-sail, the foresail, fore-top-sail, fore-top-gallant-sail, 
the mizen-topsail, the mizen-top-gallant-sail, the jib, the 
flying-jib, staysail, studding-sail; next, the ropes, the 
shrouds, the halyards, the stays, the cables. 

S. The Maieriah, 

Now tell me the materials made use of in building 
f construe ting) a ship. 

1. Oak timber for the keel, timbers, planks, decks ; 
pine timber for spars, such as masts, booms, yards, 
bowsprit; mahogany and maple, for the ornamental 
parts of the cabin, state-rooms, berths, (Sec. 

2. Iron and copper for bolts, spikes, nails, and fasten- 
ings (^various kinds; also for anchors, chain-cables, &;c. 

3. Hemp, for sails, ropes, and all kinds of cordage, 
cables, &:c. 

9. Trades emphyed in Ship-fmUding. 

Are there many trades connected with shij>-building ? 

Ans. Yes ; and I will try to name them. First, there 
is the wood-chopper to cut down the trees, the sawyer 
to saw the planks, the shipv-carpenter to hew the tim- 
bers and planks, fit and fashicn them together, the 
blacksmith to make the anchors, bolts, chain-cables, 
spikes, hooks, nails, &;c. : the ship-joiner to construct 
and finish the cabin, state-rooms, berths, &c. ; the cop- 
persmith, to fasten the copper on her bottom, the rope- 
rnaker to ftmiish the cordage : the sail-maker to cut, 
sew and fit the sails ; the carver to cane the figure- 
head ; the painter, the rigger. * 



128 THE mother's manual. 

10. ^ Booh — Materials. 

What are the materials used to make a book 1 

Ans. The rags for paper, metal for types to print the 
letters, leather and morocco for binding, pasteboard 
and wood for covers, glue and paste to fasten them 
together, thread to stitch the leaves, gold-leaf to orna- 
ment the cover. 

11. Trades employed. 

What are they ? 

Ans. The rag-merchant, the paper-maker, the sta- 
tioner, the type-founder, the press-maker, the ink-maker, 
the pelt-maker, the chase-maker, the compositor, the 
pressman, the gatherer, the folder, the stitcher, the 
leather-seller, the binder, the coppersmith, the engraver, 
the w^ood-cutter, the copper-plate printer, and the^ook- 
seller. 

12. For clothing. — Materials. 

What are the materials of clothing, and from 
vi^hence ? 

Ans. From the animal kingdom, as wool from the 
sheep, hair from the camel and goat, fur from the 
beaver, ermine, hare, rabbit, &c. ; leather from skins 
of the ox, cow, calf, horse, deer, dog, sheep ; silk from 
the silk-worm, that feeds on the leaves of the mulberry. 

What from the vegetable ? 

Ans. Linen from flax, and muslin from cotton, sail- 
cloth from hemp. 

13. Parts of Clothing. 

Can you tell what is made out of wool ? 

Ans. Yes; broadcloths, flannels, stockings, cassi- 
meres, carpets* &c. 



ALPHABET OF NATURE. 129 

What out of hair? 

Ans. Coarse cloths of various kinds — of fur, muffs, 
tippets, capes, collars — of leather, boots, shoes, saddles, 
bridles, harness, trunks, linings for carriages, &c. — 
of silk, dresses, stockings, gloves, waistcoats, handker- 
chiefs, &c. 

What is made of cotton 1 

Ans. Muslin, chintz, fustian, sheetings, &c. — of flax, 
linen for shirts, lace, &c. — of hemp, coarse cloths, sail 
cloth, &c. 

14. Trades employed in Clothing. 

What are these trades 1 

Ans. For woollens, there are the wool-man, the 
comber, the spinner, the weaver, the fuller, the dyer, 
the pressor, the packer, and the woollen-draper. 

And what for linens ? 

Ans. The flax-dresser, the spinner, the weaver, the 
bleacher, the pressor, the packer, and the linen-draper. 

What for cottons ? 

Ans. There are the planter, the merchant, the cotton 
spinner, the weaver, the bleacher, the dyer, the pressor, 
the packer, the warehouseman, and the draper. 

Connected with silk, there are the importer, the silk- 
throwster or spinner, the weaver, the dyer, the pressor, 
and mercer. 

15. Workers in Metal. 

Can you name these trades ? 

Ans. Yes; in the metallic trades, called the hard- 
ware manufacture, there is the miner, the smelter, the 

iron-master, the founder, the scythesmith, the button- 

9 



130 THE mother's manual. 

maker, the gunsmith, the sword-blade-maker, the cutler, 
the polisher, the plater, the finisher, the sorter, the 
packer, the factor, and the hardware-man. 

Can you tell me any thing about mines ? — what they 
are, and wliere to be found ? 

Can you say any thing of the uses of the things men- 
tioned above ? Buttons, guns, &c. ? 

16. Iron Utensils, Tools, &c. 

What are made of iron? 

Ans. The utensils of the farmer ; his plow, harrow, 
spade, shovel, hoe, rake, pitchfork, straw-cutter, &c. 
The tools of mechanics ; the saw, the ax, the ham- 
mer, the plane, the auger, the chisel. Cutlery of all 
kinds, razors, knives, lancets. The ship-carpenter has 
his adz, broadax, hammer, auger, &lc, 

17. Blacksmith. 

Who makes these useful instruments ? 

Ans. The blacksmith and cutler. 

See, here is a blacksmith's shop — let us go in. What 
do you see ? 

Ans. I see his forge to heat the iron, the bellows to 
blow the fire, the anvil on which to hammer the metal, 
the large hammer, called a sledge, his vice, his rasps 
and files to smooth and polish his work, his punch, with 
which he makes holes in the iron whilst it is red-hot. 

18. Gold. 
What is gold ? Ans. It is a metal. 
Where is it found ? 

Ans. In mines, and in some places it is found on the 
surface of the ground, mixed with the soil and sand. 



ALPHABET OF NATURE. 131 

Where does it abound most? 

Ans. In the mines of South America, in Mexico, and 
the United States. 

What are its qualities ? 

Ans. It is yellow, bright, heavy, ductile, and malleable. 

Explain each of these qualities. 

What more can you say of its ductility ? 

Ans. It is so ductile that an ounce of it will gild a 
silver wire 1300 miles in length. 

What of its malleability 1 

Ans. It is so malleable that it may be beaten into 
leaves so thin, that 300,000 are only the thickness of 
an inch. 

What is the comparative weight of metals called. 

Ans. Their specific gravity. They are compared with 
the weight of water, which is an uniform standard. 

What is the specific gravity of gold 1 

Ans. It is 19 times heavier than water. 

What are its uses ? 

Ans. For coin, gilding, and ornaments of various 
kinds. 

19. Silver. 
What is silver ? 

Ans. It is a metal found in mines, like gold. 
Where has it been found in the greatest quantity ? 
Ans. In Potosi in Peru, and in Mexico. 
What are its qualities ? 

Ans. It is white, lustrous, heavy, ductile, malleable. 
Explain each of these qualities. 
What can you say of its ductility ? 
Ans. It may be drawn out in wire finer than a hair. 



132 

What is its specific gravity ? 

Ans. It is 11 times heavier than water. 

What are its uses ? 

Ans. It is used for coin, and is hence, hke gold, one 
of the precious metals. Many rich and valuable articles 
are also made of silver, such as dishes, coffee-pots, 
spoons, &c. 

20. Coppen 

What is copper? 

Ans. It is a metal, but less valuable than gold or 
silver. 

Where is it found ? 

Ans. In mines in most parts of the world. 

What are its qualities ? 

Ans. It is of a reddish color, heavy and malleable. 

What is its weight ? 

Ans. It is 9 times heavier than water. 

What are its uses ? 

Ans. It is used for coin of small value, for the bottoms 
of ships, spouts, boilers for steam-boats, kettles, &c. 

Why is it put on ships ? 

Ans. To preserve them from the action of the salt 
water, and worms. 

21. Of Cains. 

[Exhibit the different coins.] 

What are coins ? Ans. Money. 

What pieces of money are made of copper ? 

Ans. Cents and half cents. 

What are the silver coins ? 

Ans, Five cent pieces, or half dimes, ten cent pieces, 



ALPHABET OF NATURE. 133 

or dimes, 6|- cent pieces, 12 J cent pieces, quarter, half, 
and whole dollars. 

What are the gold coins ? 

Ans. Eagles, half eagles, and quarter eagles. 

How many cents make a dime? a quarter of a dol- 
lar ? a half dollar ? three quarters ? a dollar ? How , 
many dollars make an eagle ? half eagle ? quarter of 
an eagle? 

What fractional part of a dollar is ten cents or a 
dime ? Ans. One-tenth. 

What is a fraction ? 

Ans. It means a piece broken off, and is part of a whole. 
If you divide this apple into four equal parts, what frac- 
tional part of the whole will one piece be ? two pieces? 
three pieces ? 

Ans. One fourth, two fourths, three fourths. 

If you divide it into five equal parts ? into six ? seven ? 
eight? iSz^c. 

Now if you divide a dollar into four equal parts, what 
will one part be ? 

Ans. One quarter or one fourth. Two parts ? three 
parts ? 

What fractional part of a dollar is 12 J cents? 25 cents? 
50 cents ? 75 cents ? 6 J cents ? 5 cents ? 1 cent ? 

What part of an eagle is one dollar ? two dollars ? 
three ? four ? five ? six ? seven ? eight ? nine ? What part 
of a hundred dollars is ten? twenty? twenty-five? fifty 
seventy-five ? 



k 



22. Of Quicksilver, or Mercury. 

What is mercury ? Ans. It is a metal. 

Where is it found ? Ans. In mines. 
M 



154 THE mother's manual* 

What are its qualities 1 

Ans. It is of a grayish color, heavy, liquid like water, 
but becomes solid like ice in extreme cold. 
What is its specific gravity ? 
Ans, It is 14 times heavier than water. 
What are its uses? 

Ans. A preparation of it is used in medicine, and is 
called calomel; cinnabar, a beautiful red; and it is also 
used in weather-glasses. 
What is this ? 

Ans. It is called a thermometer, which means 
an instrument to measure heat. 

What is in this bulb? Ans. It is full of 
quicksilver. 

What makes it rise in this little tube ? 
Ans. The heat; all metals expand by heat 
and contract by cold. 

What do expand and contract mean ? 
Ans. Expand means to spread out, and con- 
tract means to shrink and grow less. The 
stove is larger when hot than when cold. 
When the weather is warm it rises in the tube, and the 
warmer it is, the higher it rises : when it is cold, it falls. 
What are these marks for ? 

Ans. This is the freezing point ; this blood-heat, this 
summer heat ; this fever-heat, and this the boiling point. 
This low point is called zero, which means cipher or 
nought. 

23. A Grain of Wheat 

What kingdom does this grain belong to ? 
Ans. The vegetable kingdom. 



ALPHABET OF NATURE. 135 

How does it grow ? 

Ans. After the farmer has plowed his ground, har- 
rowed and prepai^d it, he sows the seed ; after awhile, 
a little green blade springs up and grows until it becomes 
tall, and then on the top of the stalk an ear is formed, 
and this contains the new seed. 

Does one seed produce many seed 1 

Ans. Yes; sometimes an hundred fold. 

When ripe, what does the farmer do with it ? 

Ans. He reaps or cuts it with a sickle, binds it up 
into sheaves, and takes it into the barn. 

What does he do with it then '? 

Ans. He throws down some sheaves on the barn 
floor, and threshes it with flails; he ihenicinnows it, that 
is, he separates it from the chaff*, and puts the wheat 
into sacks or bins. 

What next? 

Ans. He next takes it to the mill, and has it ground 
into flour, the flour is mixed with water and yest, and 
then baked into bread. 

Is all bread made of wheat ? 

Ans. Some is made of wheat, some of rye, Indian 
corn, oats, barley, &c. 

24. An Apple-seed. 

What is this ? Ans. An apple-seed. 

What are its color, form, and size ? 

Ans. It is brown, oval, and a little larger than a 
grain of wheat. 

How does it differ from a grain of wheat ? let us 
compare them. 

Ans. It differs, first in color, next in form, and it has 



136 THE mother's manual. 

no crease, but is smooth on both sides. Now let us cut 
it open, how does it look beneath the skin ? 

Ans, It looks white, like the grain of wheat. 

What is this white substance 1 

Ans. It is the rudiment of an apple-tree. 

Will this little seed grow into an apple-tree ? 

Ans. Yes ; if you plant it in the ground, it will soon 
appear above the surface, first very small, it then in- 
creases in size and becomes a trunk, which puts forth 
branches, leaves, buds, flowers, fruit, and lastly, seed 
again like the first. 

What holds it fast in the ground? Ans. The roots 

Is this what the roots are for ? 

Ans. Yes, and a great deal more ; they imbibe (suck 
up) moisture and nourishment from the ground, and 
this is turned into sap, which diffuses itself through 
every part of the tree, and forms the wood, the leaves, 
the flowers, fruit and seeds. 

What is the juice of the apple called ? Ans. Cider. 

25. An Acorn. 

What is an acorn ? Ans. It is the seed of the oak. 

Describe it. 

The lower part is oval like an egg ; the upper part, 
which is flat, rests in* a little cup; it is of a chestnut 
color, upper part smooth, but the cup is rough outside. 

Cut it open — how does it look inside ? 

Ans. Like the substance of a chestnut. 

What is its taste ? 

Ans. Its flavor is somewhat bitter ; acorns are 
excellent for swine and other animals. 



ALPHABET OF NATURE. 137 

Does the acorn contain the rudiments of the oak 1 

Ans. Yes; Hke other seed, when planted it grows 
into a tree, and brings forth fruit after its land. 

I have heard that the acorn contains the tree in 
miniature ; let us cut it through in the middle, and see. 

Here is an oak leaf — can you describe it ? 

Ans. Its edges are deeply notched, and, like other 
leaves, it is smooth and glossy on the upper side, and 
rough on the lower. Ribs and veins run through it, 
almost like a tree in miniature. 

What are the qualities of oak timber ? 

Ans. It is hard, heavy, and durable. 

What are its uses 1 

Ans. For structures of various kinds, houses, ships, &c. 

What kind is the most durable ? 

Ans. Live oak, so called because it remains green 
all the year. 

26. The Cow. 




To what class of animals does the cow belong ? 

Ans. Quadrupeds, or mammalia. 

Why so called ? 

Ans. Because she has four feet, and suckles her young 
M2 



138 THE mother's manual. 

To what order does she belong ? 

Ans. Ruminantia, destitute of cutting-teeth in the upper 
jaw, hoofs cloven, and chews the cud. 

What is the nature of this order ? 

Ans, Harmless, feed on grass, and hence called 
herbiferous. 

What are the uses of the cow ? 

Ans. Every part of this animal is useful, the flesh, 
called beef, the fat, called tallow, the bones, horns, 
hoofs, skin, hair, tongue, and blood. [Teacher remark 
on each of these.] 

Nothing more ? Ans. Yes ; her milk. 

What are some of its qualities ? 

Ans. White, fluid, liquid, wholesome, opaque, nutritious. 

What are made of milk ? 

Ans. Butter and cheese, curds and whey. 

How is butter made ? 

Ans. The cream, which is the oily part of the milk, 
is churned into butter. 

Where does the cream come from ? 

Ans. It rises to the surface, and is skimmed off. 

Why does it rise to the surface ? 

Ans. Because it is Hghter than the milk itself. 

How is cheese made ? 

Ans. A substance called runnet is put into the milk to 
make it curdle, and this curdled substance is collected 
and pressed into different forms, and this is called 
cheese. 

What is the young called ? Ans. A calf. 



ALPHABET OF NATURE. 139 

27. The Horse, 




Of what class is the horse ? 

Ans. The class mammaha. 

Of what order ? 

Ans. Of the order pachydermata, having blunt fore- 
teeth in each jaw, and solid hoofs. 

What does the horse feed upon 1 

Ans. Grass, herbage, grain, &c. and is herbiferous. 

What are some of the qualities of the horse ? 

Ans. Strong, generous, docile, fleet, and useful. 

What are his uses 1 

Ans. His skin and hair are useful, his flesh is not 
eaten. 

What are his other uses ? 

Ans. He is very useful for draught, in wagons, carts, 
coaches, &c., and also for the saddle. 

Is not this excellent creature sometimes very ill 
treated. 

Ans. Yes ; often cruelly beaten by unfeeling drivers, 
and forced to draw loads beyond his strength. 

Are there several kinds of horses ? 

Ans.'Yes ; the race horse, saddle horse, draft horse, 
pony, &c. 



140 THE mother's manual. 

What is the young horse called ? 
Ans, It is called a foal or colt. 




28. The Sheep. 
Does the sheep chew the cud ? 
Ans. It does ; and feeds on herb- 



What kind of hoofs has it ? 
Ans. Cloven hoofs. 
And teeth ? 

Ans. No cutting-teeth in the upper jaw. 

Now tell me its class and order. 

Ans. Class mammalia, because it suckles its young ; 
and order ruminantia, Hke the cow. 

What is the nature of the sheep ? 

Ans. It is harmless, inoffensive, and timid. 

What are its uses ? 

Ans. Like the cow, every part of the sheep is useful : 
its flesh, (called mutton), its fat, skin, &c. 

What is its principal use ? 

Ans. For its wool, which is manufactured into cloths, 
carpets, stockings, &c. The young sheep is called lamb. 

29. The Dog. 

Now let us look at the dog's teeth 
and claws ; what do you see ? 

Ans. He has teeth in both jaws, and 
they are sharp ; and his toes have nails. 
Can you tell the class and order of 
the dog ? 

Ans. Class mammalia ; and order carnivora, or flesh- 




ALPHABET OF NATURE. 141 

Are there many animals of this order? 

Ans. Yes ; the Hon, tiger, hyena, fox, wolf, cat, &c., 
are of this order. 

Are there many kinds of the dog 1 

Ans. Yes ; the bull-dog, spaniel, pointer, water-dog, 
setter, hound, lap-dog, &c. 

What are the qualities of the dog ? 

Ans. Sagacious, watchful, faithful, affectionate, and 
courageous. 

What are his uses ? 

Ans. He is useful to the sportsman, guards the house, 
and is serviceable to the shepherd. 

The young is called puppy. 

30. The Cat. 

Look at the teeth and claws; what 
do you see ? 

Ans. I see teeth both above and be- 
low, very sharp, and sharp claws. 
^iS^'SS'v)' Why are they sharp? 
Ans. That she may catch the mice and tear their flesh 
and devour it. 

Do they eat grass ? 

Ans. No ; their teeth cannot chew it, because they 
are sharp-pointed. 

Can you now tell the class and order of the cat ? 

Ans. Yes ; class mammalia, order carnivora. 

Explain these words. 

What are the qualities of the cat ? 

Ans. Agile, watchful, sly, treacherous, playful, cruel. 

Explain these words ; agile, &c. 




142 

What seems to be the natural prey of the cat ? 

Ans. Rats and mice. 

What parts of the cat are useful ? 

Ans, The fur is used by the hatter and furrier. 

Are all cats tame or domestic ? 

Ans. No ; there is a wild species, very ferocious, as 
large as a dog, of a yellow color with black spots, 
called a panther. 

What is the young of the cat called ? 

Ans. A kitten. 




EXERCISES ON CLASSIFICATION. 

LESSON FIRST THE MONKEY. 

To what kingdom does the mon 
key belong. 

Ans. Animal. 

Explain the word animal. 

To what class ? 

Ans. Mammalia. 

What does mammaha mean ? 
Ans. Those animals that suckle their young. 
To what order ? A7is. Quadrumana. 
What does this word mean ? 
Ans. It means a four-handed animal. 
To what genus ? Ans. Simla. 
Are there many species of this genus or family ? 
Ans, Very many. 
How is this order distinguished ? 
Ans. By having four cutting- teeth" in each jaw, and 
tour extremities resembling hands. 



ALPHABET OF NATURE, 143 



LESSON SECOND. 




THE ELEPHANT. 

To what kingdom, class, atxler and genus does the 
elephant belong 1 

Ans. Animal kingdom, class mammalia, order pachy= 
dermata. 

How are animals of this order distinguished? 

Ans. By having no fore-teeth in either jaw, a 
thick skin. 



LESSON THIRD. 




THE LION. 



To what kingdom, class, order, genus, does the hon 
belong 1 



144 THE mother's manual* 

Ans. Animal kingdom, class mammalia, order car» 
nivora, genus felis. 

How are animals of this order distinguished? 

Ans. By their having sharp teeth and claws for tear- 
ing their prey. 



LESSON rOURTH THE RABBIT. 

To what kingdom, class, order, 
genus, &c., does the rabbit belong? 
Ans. Animal kingdom, class mam- 
malia, order rodentia or gnawers, 
genus rabbit. 
How are animals of this order distinguished T 
Ans, By having two cutting fore-teeth in each jaw. 




LESSON FIFTH THE COW. 

To what kingdom, class, order, and genus does the 
cow belong ? 

Ans. Animal kingdom, class mammaha, order rumi- 
nantia, genus ox. 

How is this order distinguished? 

Ans. By being destitute of cutting-teeth in the upper 
jaw, having cloven hoofs, and chewing the cud. 



LESSON SIXTH THE HORSE. 

To what kingdom, class, ai^dei^, and genus does the 
horse belong? 

Ans. To the animal kingdom, class mammalia, order 
pachydermata, genus equus or horse. 

How is this order distinguished ? 

Ans, By obtuse or blunt fore-teeth and solid hoofs. 



ALPHABET OF NATURE. 



145 



LESSON SEVENTH. 




THE WHALE. 

To what kingdom, class, order, and genus does the 
whale belong ? 

Ans, To the animal kingdom, class mammalia, order 
ceti, genus bellena or whale. 

Observations. — These examples it is presumed will be 
sufficient to show the manner in which exercises on Classifi- 
cation may be conducted. They can be extended to the other 
departments of nature, as far as may be deemed proper by the 
teacher. 



GEOGRAPKZCAI. SERZSS. 

Observation. — As the different countries and their relative 
size and position, may be rendered visible and tangible by 
means of Maps, their study by the Infants comes within the 
scope of our design. A regular plan must be pursued, the 
most simple principles first presented and acquired, then grad- 
ually and cautiously passing on to those a littJe more complex, 
as their tender minds become able to receive them. 
N 10 



146 THE mother's manual. 



MANNER OF STUDYING MAPS. 



PREPARATORY EXERCISES. 



LESSON FIRST. 



NORTH. 



What are the four cardinal points? 
Ans. East, west, north, south. 
I All rise and turn your faces to- 
H wards the north — now towards the 
south — now east — now west. 
south. When you turn your faces towards 

the north, on which hand is the east? 

Ans. On the right hand ; south behind, and west on 
the left. 

Which is the north part of the map ? Arts. The top. 
Which the south ? — east ? — west ? 



LESSON SECOND. 

What are the three great geographical divisions ? 

Ans. Natural, political, and astronomical. 

Explain each of these terms. 

1. Natural divisions are those made by nature, as 
land and water. — 2. Political are those made by men, 
as kingdoms and states.— 3. Astronomical are the lines 
and circles on the map and globe. 

Direction. — Let each of these divisions be pointed out and 
explained with great care. 



ALPHABET OF NATURE. 



147 



LESSON THIRD. 




Terms applied to difTercnt portioas of Land, 

1. What is a coMinent? 

Ans. A large tract of land containing many kingdoms 
states, &c. 

[Illustrate this by pointing out all the continents in 
the world.] 

Europe is a continent, Asia, Africa, New-Holland, 
America. — The four former in the eastern hemisphere, 
the last in the western. •* 

What is a hemisphere ? 

Ans, It rnQdiXi^half a sphere or globe. 



14a 



THE MOTHER^S MANUAL. 




2. What is an island ? 

Ans. An island is land surrounded by water. 
[Illustrate this, by pointing ouf the largest single 
islands and groups in the world.] 

3. What is a peninsula? 

Ans. Land aI??iosi surrounded by water ; it is derived 
from pe7ie almost, and instila an island. 
Ill — Point out all the principal peninsulas. 

4. What is an isthmus ? 
Ans. A narrow ne«k of land. 
III. — Point out all the isthmuses. 

5. A coast — 6. A cape — 7. A mountain — 8. Volcanoes 
—Point them out in the same manner 



ALPHABET OF NATURE. 



149 



LESSON FIFTH. 




Terms applied to different portions of Water, 
As 1. Ocean — [Point out the oceans.] 2. Sea — 3. Gulf 
— 4. Lake — 5. River — 6. Estuary. [Let the pointing out 
of each of these on the map, form an exercise in the 
same manner ; also the relative position of each.] 



LESSON SIXTH DRIVERS. 

1. Trace some of the largest rivers in North America: 
name their direction, the countries through which they 
run, and w^here they empty. 

2. The largest rivers in South America, direction, &c. 

3. The principal rivers in Europe, course, &c. 

4. The most noted rivers of Asia. 

5. The chief rivers of Africa. 

N 2 



150 



THE mother's manual. 



LESSON SEVENTH. 




What are the different ranges or chains of mountains 
in Europe ? 

Ans, The.Uralian, Dofrine, Alps, Cai-pathian, Apen- 
nines, Pyrenees, and the volcanic mountains of Etna, 
Vesuvius, and Hecla. 

In Asia? 

Ans. Taurus, Altay and Yablonoy, Caucasus, Himala, 
and Gauts.^ 

In Africa ? Ans, Atlas, and mountains of the Moon. 

In America ? 

Ans. Alleghany, Rocky, Cordilleras, and Andes. 

Tell their direction, relative situation, &c. 



ALPHABET OF NATURE. 161 



2. POLITICAL DIVISIONS. 
LESSON EIGHTH RELATIVE SITUATION. 

, In what direction does Europe lie from America ? 

Ans. It lies east. 

Why? 

Ans. Because it is on the right-hand side of America. 

How does Africa lie from Europe ? 

Ans. South, because it is below Europe. 

How does Asia lie from Europe? — New Holland 
from Asia? — South America from Africa? — North 
America from Europe ? 

What lies between Europe and America? 

Where is Austral or South Asia ? 

Ans. New Holland and the adjacent islands. 

Where is Polynesia or Oceana ? 

Ans. Polynesia (which means many islands) are those 
islands which lie in the Pacific Ocean. 

Where are the West Indies? — Where the Asiatic 
Islands. 



LESSON NINTH BOUNDARIES. 

Bound North America. 

North America is bounded north by the Frozen 
Ocean, east by the Atlantic, south by the Gulf of Mex- 
ico and South America, and west by the Pacific Ocean 
and Bhering's Straits. 

How is Europe bounded? Asia? Africa? South 
America ? 



152 THE mother's manual. 

LESSON TENTH GENERAL DIVISIONS. 

What are the general divisions of North America. 

Ans. Three ; Nm^ihern, Middle, and Southern, 

What does the northern division include ? 

Ans. New Britain, Lahradai^ Upper Sf Lower Canada, 
and the Russian possessions on the north-west coast. 

What does the middle division contain ? 

Ans. The United States, extending from the Atlantic 
on the east, to the Pacific on the west. 

What does the southern division embrace ? 

Ans. New Mexico, Old Mexico, Central America, and 
the two large peninsulas Yucatan and California. 



LESSON ELEVENTH. 
GENERAL DIVISIONS OF THE UNITED STATES. 

What are the general divisions of the U. States ? 

Ans. Four; the northern, middle, southern, and west- 
ern. 

Name the states in each division. 

Ans. In the nm^tkern are the six following — Maine, 
New-Hampshire, Vermont, Massachusetts, Rhode- 
Island, and Connecticut ; called New-England states. 

In the middle division are New- York, Pennsylvania. 
New-Jersey, Delaware, and Maryland. 

In the southern division are Virginia, N. Carolina, S. 
Carolina, Georgia, Alabama, Mississippi, and Louisiana. 

In the loestern division are Tennessee, Kentucky, Ohio, 
Indiana, Illinois, and Missouri. 



ALPHABET OF NATURE. 153 

LESSON TWELFTH. 

BOUNDARIES OF EACH STATE, BEGINNING WITH MAINE. 

The objects most worthy of notice, and which will require 
strict attention, are 

1 . The mountains. 

2. The rivers, to trace them, and tell the direction in which 
they run, and where they discharge their waters ; and 

3. The principal cities and towns, and their situation. 

4. Gulfs. 5. Islands. 



LESSON THIRTEENTH EUROPE. 

What are the general divisions of Europe? 

Ans. Europe is divided into three general divisions ; 
northern, middle, and southern. 

What does each division contain ? 

Ans. The nmihern contains Norw^ay, Lapland, Swe- 
den, Northern Russia, Denmark, and Prussia. 

The middle embraces England, Scotland, and Ireland, 
France, Holland, Belgium, Germany, Austria, Switzer- 
land, Poland, and Southern Russia. 

The southern contains Portugal, Spain, Italy, Turkey, 
and Greece. 



LESSON FOURTEENTH. 

Bound each of the European empires and kingdoms. 

Point out the mountains. The Uralian, Dofrine, 

Carpathian, Alps, Apennines, Pyrenees, Etna, Vesuvius, 
and Hecla. 

Trace the chief rivers, tell their courses and where 
they empty, the gulfs and bays, lakes, islands, capes, 
cities, and towns. 



154 THE mother's manual. 

LESSON FIFTEENTH ASIA. 

What are the general divisions of Asia ? 

Ans. Three ; the northern, middle, and southern. 

What does each division include ? 

Ans. The northern includes Asiatic Russia, or Sibe- 
ria. The middle division includes Asiatic Turkey, 
Georgia, Armenia, Persia, Independent Tartary, 
Chinese Tartary, and Tibet. The southern division in- 
cludes Arabia, Hindoostan, India beyond the Ganges 
and China. 



LESSON SIXTEENTH. 

Bound each of these subdivisions. Point out the 
chains of mountains, such as the Taurus in Turkey, 
Caucasus between the Black and Caspian sea, Altay 
and Yablonoy south of Siberia, Horeb and Sinai in the 
north-w^est of Arabia, and the Gauts in the south of 
Hindoostan. 

Trace the principal rivers, tell their courses, £tnd 
where they empty. Point out the seas, gulfs, islands, 
cities, and their relative situation. 



LESSON SEVENTEENTH INDIA BEYOND THE GANGES. 

What are the boundaries? 

Ans. It is bounded on the north by Tibet ; east Jby 
China, gulf of Tonquin and the Chinese sea ; south by 
the gulf of Siam and strait of Malacca ; and west by 
the bay of Bengal and Hindoostan. 



ALPHABET OF NATURE. 155 

What are its subdivisions ? 

Ans. The Birman empire in the west; Laos in the 
interior ; Malacca, Siam, and Cambodia, in the south ; 
Cochin-China and Tonquin in the east. 

Point out its gulfs, trace its rivers, and tell the situa- 
tion of the cities and towns. 



LESSON EIGHTEENTH. AFRICA. 

What are the general divisions of Africa ? 

Ans. Five; the northern, eastern, southern, western, 
and central. 

What does the northern include ? 

Ans. The Barbary states, called Morocco, Fez, Al- 
giers, Tunis, Tripoli, and Lybia. 

What the eastern 1 

Ans. Egypt, Nubia, Sennaar, Abyssinia, Adel, Ajan, 
Zanguebar, and Mozambique. 

What the southern ? 

Ans. Sabia, Caffraria, Hottentots, and Gape of Good 
Hope. 

The western division includes Upper and Lower 
Guinea, Liberia, &c., and Soq^an or Nigritia in the 
interior. 



LESSON NINETEENTH GUINEA. 

What are the subdivisions of Lower Guinea ? 

Ans. Loango, Congo, Angola, Bemba, and Benguela ; 
of Upper-Guinea, the divisions are the Grain-Coast, 
Ivory-Coast and Gold-Coast, Dahomey, Benin and 
Biafra. 



156 THE MOTHERS MANUAL. 

Point out the capes, islands, mountains; trace the 
rivers, and name the chief cities and their situation. 



LESSON TWENTIETH— SOUTH AMERICA. 

What are the general divisions ? 

An?, Colombia, Venezuela and Guiana in the north, 
Brazil in the east, Patagonia in the south, Chili and Peru 
in the west, and Buenos- Ayres, Bolivia, and Amazonia 
in the interior. 

What are the capes? 

Ans. Vela in the north, St. Roque in the east, cape 
Horn in the south, and Blanco in the west. 

What are the mountains ? 

Ans. The vast chain of the Andes, the highest parts 
of v^hich are Chimborazo, Cotopaxi, and Pechinca. 

What are the chief rivers ? 

Ans. The Oronoko in the north, the Amazon with its 
numerous branches, and the Rio de la Plata. 

Point out the principal cities in each division, also 
the islands. 



LESSON twenty-first. 
3. ASTRONOMICAL DIVISIONS. 

What are the astronomical divisions ? 

Ans. The imaginary circles on the map and globe. 

Remarks. — These circles result from the relation which 
the Earth bears to the Sun in her annual and diurnal motion. 

The diurnal rotation gives rise to the horizon and meridians^ 
the animal rotation to the equator^ ecliptic^ tropics, and polar 
circles. These circles appertain to the celestial globe, but so 
far as zones, latitude and longitude are concerned, to the ter- 
restrial globe also. Let the attention of the children be directed 
to these circles on a globe and map. 



ALPHABET OF NATURE. 15*7 

It will be difficult to convey a clear idea of these circles, as 
described on the canopy above, and to transfer them to the 
earth : perhaps the best method will be to imagine ourselves in 
the interior of a glass or transparent globe, with the circles on 
the outside. 

Where is the zenith ? 

Ans. The point over-head. From the zenith' to the 
horizon in every direction is 90° ; from one horizon to 
the other is 180°; the whole circle of the heavens 360°. 



LESSON TWENTY-SECOND LATITUDE. 

What is latitude ? 

Ans. Latitude is the distance from the equator, either 
north or south. 

Point out the parallels of latitude from the equator 
to the north pole. 

From the equator to the south pole. 

What is the number of degrees ? 

Ans. Ninety ; thus, ten, twenty, thirty, &c. 

Latitude of Places. 

In what latitude is the northernpartof North America? 
the middle? the southern? 

The northern part of the United States? the middle? 
the southern? 

The northern part of Europe ? the middle ? the southern ? 

The northern part of Asia? the middle? the southern? 

The northern part of Africa? the middle? the southern? 

The northern part of S. America? the middle? the 

southern ? 

O 



158 THE mother's manual. 

LESSON TWENTY-THIRD. LONGITUDE. 

How is longitude reckoned ? 

Ans. East and west, and numbered on the equator. 

Where do you begin to reckon ? 

Ans. At the meridian of Greenwich or London. If 
you count towards the right hand it is east longitude, 
if towards the left hand it is west. 

EXAMPLES. 

What is the longitude of the west of Europe ? — the 
middle ? — the east ? 

What is the longitude of the west of Africa? — the 
middle ? — the east ? 

What is the longitude of the west of Asia? — the 
middle ? — the east ? 

What is the longitude of the east of N. America ? — 
the middle ? — the west ? 

What is the longitude of the east of S. America ? — 
the middle ? — the west ? 

What is the longitude of the chief cities of Europe ? 
—Of Asia ?— Of Africa ?— Of America ? 



LESSON TWENTY-FOURTH. THE ZONES. 

What is the space between the tropics called ? 

Ans. The Torrid zone, so named because of its heat. 

What is the space between the tropics and polar 
circles called? 

Ans. The Temperate zone, because the cHmate is 
temperate. 

What is the space between the polar circles and the 
poles called? 

Ans. The Frigid zone, because of its coldness. 

What is the latitude of the tropics ? 

Ans, 23 J degrees; and of the polar circles 66^ de rees. 



ALPHABET OF NATURE. 

ASTRONOIMCY. 



159 




What does the word Astronomy signify ? 

Ans. It is derived from astrea, a star, and nomas, a 
law or rule. It embraces the study of the visible 
heavens. 

Of what does the visible heavens consist ? 

Ans. Of stars, planets, and comets. 



160 THE mother's manual. 

How do the stars differ from the planets 1 

Ans. They shine with a twinkling Hght, but the 
planets do not twinkle. The stars are also called ^^xe^, 
because they do not change their relative position. 

What does planet mean ? 

Ans. A wanderer, because the planets change their 
situation. 

What does comet mean ? 

Ans. The word is derived from cowd, hair, because 
the tails of comets appear like hair. 

Solar System. 

What does the solar system mean 1 

Ans. It is called so from Sol, which means the sun ; 
because the sun is in the centre, and the planets all 
move round him, in circles called oj^bits. 

What does orbit mean ? 

Ans. It means a circle, which is the same as orb, or 
orbit. 

Please, sir, will you tell us about the solar system? 

Ans. Yes ; now pay attention, and I will tell you 
first about the order, second the magnitude, third the 
distance, and fourth the motion, or times of revolution 
of the planets. 

Now look at the solar system. 

What do you see ? 

Ans. The sun in the centre, and circles round him. 

Now name the order of the planets, beginning with 
the one next the sun. 

Mercury, Yenus, Earth, Mars, Juno, Pallas, Ceres, 
Vesta, Jupiter, Saturn, Herschel. 



1 



ALPHABET OF NATURE. 161 

Do you see the circle in which each moves round 
the sun? 

A71S. Yes; and I remember you called them oi^biis. 

Now for the magnitude. You remember what was 
said about diameter and circumference ? 

Ans. Yes ; diameter is the distance through the cen- 
tre, and circumference the distance round any body. 

Well, the diameter of Mercury is three thousand 
miles, Venus eight thousand, the Earth eight thousand. 
Mars four thousand, Jupiter eighty-nine thousand, 
Saturn seventy-nine thousand, and Herschel thirty-four 
thousand miles. 

And what is the size of the small planets or asteroids ? 

Ans, They are very small ; the largest not more than 
two thousand, and the smallest eighty miles in diameter. 

And what is the circumference of these planets ? 

Ans. A little more than three times the diameter: 
thus the earth is eight thousand miles in diameter, and 
a little more than three times that, or twenty-five thou- 
sand miles in circumference. 

What is the magnitude of the sun ? 

Ans. The sun is one milUon of times larger than the 
earth ; or, it would take a million of bodies like the 
earth to make a body as large as the sun. 



Distance. 

What is the distance of the planets from the sun ? 

Ans. Mercury is 36 — Venus 68 — Earth 95— Mars 
142— Jupiter 486— Saturn 892— and Herschel 1800 
millions of miles from the sun. 

2 U 



162 THE mother's manual. 

Times of Revolution. 

In- what time do the planets respectively move round 
the sun? 

Ans. Mercury revolves round the sun in three months ; 
Venus in seven months ; the Earth in twelve months, 
or one year ; Mars in twenty-two months ; Jupiter in 
twelve years ; Saturn in thirty years ; and Herschel in 
eighty-four years. 

Are these all the planets belonging to our system ? 

Ans, No ; besides these primary or principal planets, 
there are others called secondaries, satellites, or moons* 

Are there many of these moons ? 

Ans, There are eighteen moons ; the Earth has one 
moon, Jupiter four, Saturn seven, and Herschel six. 




SATURN. 



What else has Saturn ? 

.^715. A double ring situated at a distance from the 
body of the planet. 

What are the other bodies belonging to our system ? 

Ans. Comets; they are very numerous, and some of 
them as large as our earth. 



ALPHABET OF NATURE. 163 

Do they move round the sun Hke the planets 1 
Ans, No ; they do not move round him in circular 
orbits, but in orbits that are elliptical or oval 

The Moon, 

Is the moon as large as the sun? 

Ans. No ; the reason she appears so large, is, because 
she is so near to us. 

How far is the moon from us X 

Ans. Only 240,000 miles. 

What is the size of the moon ? 

Ans. She is 2000 miles in diameter, and about 6300 
miles in circumference. 

Does the moon move round the earth ? 

Ans. Yes ; she accompanies the earth in her annual 
orbit round the sun ; and during that period goes her- 
self nearly thirteen times round the earth in an orbit of 
her ov^n ; thus dividing the year into months or moons. 



SERIES ON NUMBERS. 

The four general relations of Numbers : Addition, Multipli- 
cation, Subtraction, and Division. 

FIRST LESSON. 

What is this 1 Ans. An apple. 

I have cut it into Xvio equal pieces- — ^what is one 
piece called? 

Ans. One half. 

I put the two pieces together again — ^what is it now 
called? 

Ans. A whole apple. 



164 THE mother's manual. 

Again, I cut it into three equal parts — what is one 
piece called? 

Ans, One-third. — Two pieces, two-thirds. — The three 
pieces, a whole. 

Now I cut it into four equal parts, five, six, seven, 
eight, (fee. and proceed with each as before. 



SECOND LESSON. 



Now I cut the apple into two equal parts, and give 
little John one piece — ^what will be left ? 

Arts. One half. 

If I cut it into three pieces, and give him one, how 
many will be left then ? 

Ans, Two pieces. 

If I give him two pieces ? 

Ans, One left. [So proceed.] 



THIRD LESSON. 

Count the fingers and thumb on one hand, on Wth 
hands — How many on one ? — How many on both '? 

Hold up one finger ; how many ones is that ? 

Ans. One. 

Hold up two ; how many ones now ? Ans, Two 

How many twos are there on both hands ? 

Ans, Five twos. 

How many on one hand ? Ans, Two and one over. 

How many threes ? — How many fours ? 

If you hold up your thumb and shut the fingers of 
one hand, how many will be shut ? 

Ans, Four. 



ALPHABET OF NATURE. 165 

If you hold up the thumb and finger, how many will 
be shut? 

Ans. Three. 

If you hold up the thumb and two fingers ? — thumb 
and three fingers ? — how many shut on both hands'? 



LESSON FOURTH. 

Exercise in counting in connexion with some object, such 
as balls or pebbles. Count one, two, three, four, five, &c. 
Count by twos, one two, two twos, three twos, &c. How 
many threes ? one three, two threes, three threes, &;c. — So 
proceed to any reasonable length, and continue until they are 
perfect. 

Next proceed with the exercises in addition, subtraction, 
multiplication and division, taking special care to make use of 
the proper terms, as 

Two and two, or two plus two, for addition. 

Three less two, or three minus two, for subtraction. 

Three times four, for multiplication. 

Four how many times two, for division. 



FIFTH LESSON. 

Figures on the Black Board, 
What is this? 1. Ans. One. 

What does it stand for ? Ans, One ball, one apple, 
one pebble, &c. 

What is this? 2. Ans. Two, and so proceed up to ten. 



sixth lesson. 

Observation. — They must be next made to understand tho 
two values of figures. 

1. The one which the figure itself expresses. 

2, The other value which depends on place. 



166 

When the figures 1, 2, 3, 4, &c. stand alone, they express 
the simple value denoted by the figure. 

When they are connected together, they express not only 
this simple value, but another value derived fi:om place. 

Thus one when in the^rs^ or units place is one — when in 
the second place it is teriy &c. 

The nought, or cipher, has no individual value, but only the 
value oi place ; or it confers a value on other figures by caus- 
ing them to change their situation. 

Thus the cipher by itself is nothing, but placed on the 
right hand of 1 it converts the 1 into 10 by moving the one 
into the second place ; and so of all others. 

How many values have figures ? 

Ans. Two ; the one expressed by the figure itself, the 
other by its place. 

What is the first or right-hand place 1 

Ans. Units ; the second tens, third hundreds. 

If you place 2 in the units place, what is it called ? 

Ans. Two. 

In the second place ? Ans. Twenty. 

In the third? Ans. Two hundred. 

[So proceed with the other figures.] 

Has the cipher any value ? 

Ans. None of itself, but it gives a value to other figures. 

How? 

Ans. By moving them out of their places. 

Here is the figure three on the black board ; now I 
put a cipher on the right, what is it now ? 

Ans. 30. 

Why? 

Ans. Because the cipher moves it into the second or 
ten's place. 

Now place two ciphers before it — three — four — Now 
it is 300—3000, &c. 



ALPHABET OP NATURE. 167 

Now here is a row of six figures ; divide them into 
triads or threes — how many ? 

Ans. Two triads — the first triad is hundreds, the 
second thousands, &c. 

Here are nine figures, 9 8 7, 6 5 4, 3 2 1 — how many- 
triads now? 

Ans. Three ; the first hundreds, the second thousands 
the third milhons. 

Read the first, one, twenty-one, three hundred and 
twenty-one ; and so of the rest. 



LESSON SEVENTH. 

Characters on Black Board, 

What is this ? + Ans, Plus or more. 

What is this ? — Minus or less. 

What is this? X Multiplication. 

What is this ? -r Division. 

What is this ? : : : Proportion. 

What is this 1 = Equality. 

EXAMPLES. 

2 + 2=4, two plus two equals 4. 

3 — 2= 1, three less two equals 1. 

4 X 3= 12, four multiplied by three, equals 12. 

6 -r- 3 = 2, six divided by three equals 2. 

2:4::6= 12, as two is to four, so is six to twelve. 

Exercises on these relations may be repeated and extended 
at pleasure. 



168 THE MOTHER^S MANUAL. 

ALPHABETZCAZ. SOUNDS. 

FIRST EXERCISE. 

On the vowel sounds, a, e, i, o, u and y. 

SECOND EXERCISE. 

On the consonants, b, c, d, f, g, h, j, k, 1, m, n, p, 4, i s, 
t, V, w, X, z. 

THIRD EXERCISE. 

The labials, or those formed by the lips, 

b, f, m, p, V, w. 

FOURTH EXERCISE. 

The dentals, or those formed by the teetb. 

c, g, h, j, s, X, z. 

FIFTH EXERCISE. 

The liquids, or those formed by the tongue 
d, 1, n, r, t 



SOUNDS OF EACH VOWEL. 

A. 

I 934 
A has four sounds, viz, as in fate, fat, far, fall. 

1 a 

E has two sounds, viz. as in mete, m6t. 

I. 

I has two sounds, as in pine, pin. 

O. 

13 3 4 

O has four sounds, as in note, n6t, nor, movs. 
U. 

U has two sounds, as in tube, tub. 
th as in thin; th as in this. 



ALPHABET OP NATURE. 169 



SERIES ON GRAIHUMCAH. 

Observation. — Children of a tender age may be made to 
understand a few general principles on this subject, if intro- 
duced to their notice in a skilful manner, and on proper occa- 
sions. Having advanced thus far, they will have acquired a 
stock of materials which may be used advantageously to illus- 
trate some of the more prominrat features of Grammar. 

All the parts of speech wilPbe found to originate in the 
objects of nature, their qualities, their action and modes or 
manner of action, their substitution for and relations to each 
other, and their various connexions. Thus objects give rise 
to nouns, qualities of objects to adjectives, actions to verbs, 
modes of actions to adverbs, the substitution of one word for 
another gives rise to pronouns, relations to prepositions, and 
connexions to conjunctions. 

The variations of these parts of speech give rise to number, 
gender, case, mood, and tense ; which distinctions are desig- 
nated either by terminations or prefixes. 



LESSON- FIRST. 

Of the Nouns or Things. 

All objects in nature are nouns. 
What is man ? Ans. Man is a noun. 
Why is man a noun ? Ans. Because it is an object. 
What is an object ? 
Ans. Any thing we can see. 

What is woman? child? boy? girl? beast? bird? 
insect? vegetable? mineral? sun? moon? star? dtc. 
P 



170 THE mother's manual. 

LESSON SECOND. 

Of Qualities oi^ Adjectives. 

All qualities of nouns are adjectives. What qualities 
belong to the noun man ? 

Ans. Good man, had man, rich man, poai^ man, large 
man, small man, &c. 

What qualities belong to woman ? 

Ans. Beautiful woman, k#id, lovely, industrious, cheer- 
ful, graceful, &c. 

What qualities belong to a horse? cow? eagle? swan? 
tree? gold? silver? iron? sun? moon? &c. 



LESSON THIRD. 

Of Actions or Verbs. 

All actions are expressed by verbs. 

What actions can be expressed of man ? 

Ans. Man works, reads, writes, talks, &c. 

Are these verbs ? Ans. Yes ; they all denote action. 

What actions can be expressed of horse? sheep? dove? 
fish? bee? worm? lion? child? ship? wind? sun? moon 
stars? &c. 



LESSON FOURTH. 

Of the Adverbs. 

Adverbs express the manner, time, place, degree, &c 
of verbs. 



ALPHABET OF NATURE. 171 

What adverb expresses manner ? time ? &c. 
Ans The boy reads well ; adverb of manner. 

The girl v^^ill come soon ; ad. of time. 

My mother came here ; ad. of place. 

The candle burns brightly; " manner 

The bird flies swiftly; " manner. 

The woman sings sweetly ; " manner. 



LESSON FIFTH. 

Of the Pronoun, 

Pronouns stand for nouns. 

/, ihoUf he, she, and it are personal pronouns. 

Who, which, what, and that are relative pronouns. 

EXAMPLES. 

/ teach you — / saw James, he'is a good boy — /told 
Louisa she hurt me — he caught a bird, it was beautiful 
— here is a rose, it is red. 

What does / stand for ? Ans. Myself. 

What does he stand for 1 Ans. James. 

What does she stand for 1 Ans. Louisa. 

What does it stand for ? Ans. Bird, rose. 



LESSON SIXTH, 

Of the Preposition. 

Prepositions express relations, and refer to place or 
position. 



172 THE mother's manual. 

EXAMPLES. 

It lies on the table. 

What does on express ? Ans. Position. 

It lies under the table — the bird flew over the house 
— we rode through the street — she went into the house 
— I went to the market — ^William passed by the door — 
she went from home. 

Do these words express position ? 

A71S. Yes ; on, under, over, &c. and hence are called 
prepositions. 



LESSON SEVENTH. 

Of the Article. 

Articles are placed before nouns to express s: general 
or particular meaning ; they are a, an and the, 

EXAMPLES. 

A man, a boy, a girl, a rose, an apple, an egg, an 
inkstand, an orange, an honest man, an humble person. 
These are called indefinite articles. 

The book, the ball, the table, the house, the houses, the 
chair, the chairs, the top, the tops. These are called 
definite articles. 



LESSCN EIGHTH. 



Of the Conjunction. 
The conjunction connects words together ; they are 
such words as and, hut, nor, or, either, &c. 



ALPHABET OF NATURE. 17 

EXAMPLES. 

James aaid John — Sarah and Maria — she is better, hut 
she is not quite well — neither she nor her sister was 
here — either John or his brother did it. 



LESSON NINTH. 

Of Number. 

There are two numbers, singular and plural 
What does singular mean 1 Ans. One. 
And plural ? Ans. More than one. 

EXAMPLE. 

Man means one man, men more than one man. 

Woman, women; boy, boys; girl, girls; apple, 
apples; kite, kites; bird, birds; tree, trees; chair, chairs; 
table, tables ; watch, watches ; house, houses ; ball, balls. 



LESSON TENTH. 

Of Gender. 

Gender is the distinction of sex. 

How many sexes are there ? 

Ans. Two, male and female, called masculine ana 

feminine gender. 

What are things without life. 

Ans. Of the neuter gender, that is, neither one noi 

the other. 

P2 



174 THE mother's manual. 



EXAMPLES. 



Man, woman, boy, girl, father, mother, uncle, aunt, 
nephew, niece, son, daughter ; — bull, cow, lion, lioness, 
tiger, tigress ; — tree, rose, table, chair, book, &c. 



LESSON ELEVENTH. 

Of Case. 

There are three cases, the nominative, possessive, and 
objective. 

What is the nominative case ? 

Ans. The person that acts or does any thing is called 
the agent or actor, and is nominative ; as Sarah reads, 
John writes, James spells, the horse trots, &c. 

What does possessive mean? 

Ans. It means property or possession, as William's 
book, Maria's slate, the boy's hkt, birds' feathers, eagles' 
wings, &c. 

What does objective mean ? 

Ans. That which is acted upon, as John loves play 
Jane reads her lesson^ Eliza loves her sister. 

Which are acted upon here? 

Ans. Play, lesson, and sister. 



I'Cur. Sing. Plur. 

Mm. ) Book Books ) Man Men 

Poss. [ Book's Books' [ Man's Men's 

Obj. ) Book Books. ) Man Men. 



ALPHABET OF NATURE. 



175 





LESSON 


TWELFTH. 




Declension of Pronouns, 


Singular. 




Plural. 


JVom. I, 




We, 


Poss. My or mine. 


Our or ours, 


Obj. Me, 




Us, 


J\om. Thou, 




You or ye, 


Poss. Thvor 


thine, 


Your or yours, 


Obj. Thee, 




You, 


J\om. He, 






Poss. His, 






Obj. Him, 






JVom. She, 




They 


Po55. Her or 


hers, 


>T}ieirs. 


Obj. Her, 




Them. 


JVb;7i. It, 






P055. Its, 






Obj. It, 


> 




JVb??z. Who. 






Poss. Whose. 






Obj. Whom. 






JVbm. Whosoever. 




Poss. Whosesoever. 




Obj. Whomsoever. 





TUEESXD, 



019 878 695 



